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5/24/2011
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Ron Hertel, Program SupervisorReadiness to Learn, Compassionate Schools
Office of Superintendent of Public Instruction
Liz Frausto, DirectorFamily and Community Partnerships
Puget Sound Educational District
Trauma, Adversity, and Learning
Adverse Childhood Experiences
The 1998 Adverse Childhood Experiences study
• 17,421 adult members of a large HMO, • 44 percent of respondents reported suffering sexual, physical, or psychological abuse as children, and • 12.5 percent reported domestic violence in the home.
(Fellitti et al., 1998)
Adverse Childhood Experiences (ACEs)
COUNTING ACEs
The ACE Score is the number of
categories of adverse childhood
experience to which a person was
exposed.
The ACE Study found that the number of categories, not
necessarily the frequency or severity of the experiences
within a category, determine health outcomes across the
population as a whole.
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Alcoholism & alcohol abuse
Chronic obstructive pulmonary
disease & ischemic heart disease
Depression
Fetal death
High risk sexual activity
Illicit drug use
Intimate partner violence
Liver disease
Obesity
Sexually transmitted disease
Smoking
Suicide attempts
Unintended pregnancy
Early Death
The higher the ACE Score, the greater the incidence of
co-occurring conditions from this list.
LIFE LONG
PHYSICAL, MENTAL & BEHAVIORAL OUTCOMES
ACEs in WASHINGTON
ACEs impact student learning1. Inability to process verbal/nonverbal written
information.
2. Inability to effectively use language to relate to others.
3. Lack of sequential organization.
4. Not understanding cause and effect.
5. Lack of sense of self and perspective.
6. Inability to distinguish emotions.
7. Lack executive functions: setting goals, developing a plan, carrying out goals, reflecting on the process.
8. Difficulty with transitions (endings and beginnings).
0%
10%
20%
30%
40%
50%
60%
Academic Failure (36% of Students)
Significant Attendance Problems (13% of Students)
Significant School Behavior Problems (28% of Students)
No Known Adverse Events N=828 27% 7% 16%
One Reported Adverse Event N=332 36% 15% 33%
Two Reported Adverse Events N=159 52% 19% 45%
Three or more Adverse Events N=196 58% 32% 54%
Percent of Children with Adverse Experiences Who Are Currently Experiencing Significant Academic Problems
Blodgett et al, 2010
0%
10%
20%
30%
40%
50%
60%
70%
80%
No Known Adverse Events N=828
One Reported Adverse Event
N=332
Two Reported Adverse Events
N=159
Three or more Adverse Events
N=196
Students with One or More School Problems 36% 57% 69% 79%
Students with One or More School Problems
Blodgett et al, 2010
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PIERCE COUNTY JUVENILE COURT IMPROVEMENT PROJECT:
A CASE STUDY OF THE ROLE OF ACEs IN COSTLY SOCIAL PROBLEMS
(Grevstad, 2007)
ACE Prevalence
17%
48%
34%
58%
25%17%
0%
20%
40%
60%
80%
Zero to One Two or Three Four or More
Juvenile Prob. HMO Pop.
This past winter the Pierce County Juvenile Court provided the Tacoma Urban Network with ACE data for 1,980 youth who were discharged from probation between January 2004 and December 2006 (Grevstad, 2007).
Probation Youth -vs- HMO Population
71%
43%
58%
15%
33%
82%
61%
69%
15%
41%
85%
64%
74%
20%
51%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Early
Suspension
More than 4
Suspensions
Below C grade
point
Dropped Out
or Expelled
Special Ed
Student
Zero or One Two or Three Four or More
(Grevstad, 2007)
School Performance & ACE Category
HIGH ACE STUDENTS OFTEN HAVE HIGH ACE PARENTS
Childhood Resiliency Starts With:
A shift in thinking from “What’s wrong with you?”
to “What happened to you?”
Resilient students need resilient teachers.
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Trauma,Compassion,
and ResiliencyDefined
“It’s difficult to play chess
in a hurricane.”
Dr. Kenneth Fox Mount Vernon School DistrictMount Vernon, Washington
Trauma Response
• Survival trumps learning.
• Restrict their processing of what is happening around them, disconnect or act coercively toward others, and cannot formulate a coherent, organized response.
• They have difficulty regulating their emotions, managing stress, developing empathy, and using language to solve problems.
Persistent trauma can cause the brain to be underdeveloped or damaged.
A damaged or undeveloped brain often causes a child to react differently to a stressful situation than a child without those constrictions.
Therefore, a child who is more reflexive than reflective may have a biological reason for behaving the way they did which is beyond their control. This is an essential understanding for all school staff in order to modify their approach to the behavior.
Biology of the Impact of Trauma
The brain was
designed to solve
problems related
to surviving in an
unstable outdoor
environment and
to do so in almost
constant motion.
John Medina, Bain Rules
Brain Functioning
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BRAIN RULE # 8
Stressed brains don’t’ learn in the same way that non stressed
brains do.
John Medina, PhD, Seattle Pacific University
University of Washington
Self-Care: An Ethical
Obligation for Those
Who Care
RIPPLE EFFECT
• COMPASSION FATIGUE
• VICARIOUS TRAUMA
• BURN OUT
Traumatic events are like rocks thrown into our pond. Each
rock causes a series of ripples.
Strategies
for
Compassionate
Classrooms
Building Compassionate
School-Community
Partnerships That Work
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Case Studies and Vignettes
Direct From the Field
Resources
Three Essential Steps
1. Assess the school’s needs to determine the level of information required so that professional development training could target staff needs.
2. Implementation of staff development focusing on a definition of adverse childhood experiences and complex trauma and potential effects on student learning.
3. Equipping staff with strategies to work with children who had been exposed to adverse childhood experiences and complex trauma.
Systems Thinking as a Leadership Practice
Incr
easi
ng L
ever
age
Questions?
What Happened?
What’s been happening?Where are the changes?
Why?... How?What explains this?Theorise
What are the beliefs?Assumptions?
Action?
Knee-jerk reaction
Anticipate, plan
Design
Transform
Events
Trends and Patterns
Structure
Mental Models
The Water Line
Slide courtesy of George Ambler
• Staff to staff
• Staff to students
• Students to students
• School to parents and community
Mental Models Affect
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• Benefits all students, including trauma affected
• Part of overall school plan, improvement plan
• Leadership engaged
• ACES content changes the mental model
• A process, not a program
Compassionate Schools Key Points
• Include chance for all staff to buy in
• Value existing efforts
• Create a Compassionate Learning Community
• Utilize EBP/promising practices, e.g. Safe and Civil Schools,
PBIS, Tribes < Calming
• Sustain and evaluate
Compassionate Schools Key Points
• Leadership team 4-8 people
• Vision
• Guiding behaviors
• Rubric leading to goals
• Time to think and learn together
Compassionate Learning Communities (CLC)
Compassionate Learning Community Matrix Components
1. Vision/Value, Goals and Leadership2. Safety3. Collaborative Culture4. Behavior5. Positive Discipline6. Positive Climate 7. Social Skills8. Family Partnerships9. Community Partnerships10.Cultural Competency
Component 3 – Collaborative Culture
Littl
e or N
o D...
Lim
ited D
evelo...
Most
ly Funct
io...
Fully
Funct
ion...
0% 0%
59%
41%
1. Little or No Development
2. Limited Development
3. Mostly Functional
4. Fully Functional
Component 5 – Positive Discipline
Littl
e or N
o D...
Lim
ited D
evelo...
Most
ly Funct
io...
Fully
Funct
ion...
13%
0%
28%
59%
1. Little or No Development
2. Limited Development
3. Mostly Functional
4. Fully Functional
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