how trauma sensitive schools help children learn to self-regulate richard l. gaskill ed.d. sumner...

How Trauma Sensitive Schools Help Children Learn to Self-Regulate

Richard L. Gaskill Ed.D.

Sumner Mental Health Center

Wellington, Ks

[email protected]

The Three Ages of Learning

Birth to toddler Learn to control one’s own body

Preschool Learn to control one’s body in

relationship to another’s body Grade school and up

Academic Education.

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All rights reserved © 2011 Rick Gaskill and The Child Trauma Academy

Self-Regulation is the Corner Stone of Education

Self-Regulation is learned is learned over many years. Once a stage is mastered it is not abandoned, but added to the other stages.

Sensory Regulation (by attuned caregiver) Relationally Regulation (by attachment figure) Self-Regulation (by oneself from sensory and

relational memories)

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Integration of Multiple Brain Structures Allows Cortical Modulation

Traditional therapies and child management systems assume brain integration has and cortical modulation

Top Down Therapy

They don’t work without brain integration

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All rights reserved © 2006-2011 Bruce D. Perry and The ChildTrauma Academy

System Qualities That Stifle Regulatory Capacity

Physical Environment: Too Open Space not clearly defined Lack of environmental structure/boundaries Large child-caregiver ratios Feels chaotic, no sense of organization, containment, or structure (no

walls, noise traveled, too much commotion, no rules, no managing of arousal level )

Creates a sensory issues too much to filter, interpret, organize Tends to Promote (child is trying to make sense of the world)

Wandering/Searching/Exploring Inappropriate use of materials Stress for teachers trying to maintain structure Ineffective concentration and focus deprived learning

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Perry, Holland, Darling-Kuria, Nadiv, 2011

System Qualities That Stifle Regulatory Capacity

Staff lacked structure Routines not established or followed Routines “too” structured not allowing for

“teachable moments” occur No rituals to confirm predictability/security Anxious children make many demands of

teaching staff Teacher stressed from being pulled in too

many directions at once6


Characteristics of Systems Where Children Have Difficulty

Overly structured programs “Required” rotation of centers every so many

minutes (lack of time to fully experience the center activity)

Ending an activity without a transition or warning Staff unwilling to change or try recommendations of

consultants (“unsuccessful in the past or the children would not respond”)

Unable to dedicate so much one-on-one time to an individual child

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ARC Model: 10 Building Blocks of Success

Caregiver Affect Mgmt.

Attunement Consistent Response

Routines and

Rituals

Affect Identification

Affect Modulation

Affect Expression

Executive Functions

Self Dev’t & Identity

Dev’tal Tasks

Trauma Experience Integration

Developmental Tasks

Treatment sequence must be bottom up

Calming/Soothing

Relating

Formal learning/Planning/Understanding


Kinniburgh & Blaustein, 2005

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Identify and Address Barriers Identify, acknowledge, and address them

Viewing the trauma as a home problem rather than a school problem

Misplacing blame on students or parents Personal reactions of the school staff dealing with these issues:

Anger Helplessness Overwhelmed

Balancing a student’s needs against the needs of the class Lack of skills and resources for handling trauma

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Preparation Strategic Planning of Administration Assess training needs Review policies Community liaison team (HS, MH, Social

Services, Police, other) Consult/reflective supervision with trained

trauma experts Train, Train, Train

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Concepts to Remember

1. We must create new learning

2. New Learning depends on: Warm, positive relationships Must create a sense of Positive Reward Creating a sense of attunement and

attachment Consistency = Predictability = Security Routine, Routine, Routine Patterned experiences.

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The Most Effective Means of Treating Trauma in Preschool Populations

Building Secure Attachments Between Child and Caregivers

Enhancing Self-Regulatory Capacities

Increase Competencies across multiple domains

(Holmes et al, 2014)


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Program Strategies

Arrange the classroom to make more interactive centers available

Small group activities may offer opportunities to at the same time instead of waiting for the teacher to interact one on one.

Work to find activities that do not require teacher directed input.

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Program Stratigies

Add pro-social materials (board book titles like Hands Are Not For Hitting and Feet Are Not For Kicking)

Use small group conversations about keeping their hands and feet to themselves

Use tape if necessary to create boundaries on the floor (Jump here)

Direct children to places they can be active14


Program Strategies

Avoid negative directions (No!) Give positive directions “Use your walking feet indoors.”

Structure activities, actions, and schedules to guarantee success and decrease the need for dealing with a problem.

15Perry, Holland, Darling-Kuria, Nadiv, 2011

Child Specific Strategies Transitions: Picture time line of the day’s activities Give verbal reminders 5 minutes, 1 minute

until……….. Use transitions objects that are meaningful to

the child (blanket, bunny, other) Assign staff to help children needing help

transitioning Always try to make changes fun and exciting

to go TO something not leave from something16


Child-Specific Strategies Be positive Allow regression Never shame a child for their behavior Always set a future goal without an exact time

(One day you won’t need to sit on my lap anymore)

Focus on the injured child not the offender Sooth and calm everyone before talking about

what should happen next time17


Child/Adult Attending Skills (Carkuff, 1976, Egan, 1975, Landreth, 1994)

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Avoid High Expectations and Rewards and Punishers

Expectations

Self-Esteem

High expectations for SED children normally bring negative appraisals as the child fails to meet the expectations resulting in assaults to their self-esteem

Riviere, 2014

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Weaving Trauma Sensitive Approaches into The Fabric of the School

1. Teach Students to Regulate Emotions: So they can master social and academic behaviors

o Arousal/fear deteriorate cognitiono Help the child identify sensory triggers

o Facial expressionso Color of one’s hairo Voice toneo Any sensory stimuli reminiscent of the trauma

o Help staff learn to recognize intense emotionso Find appropriate supports and responses for the child

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Primary Sensory Enhancement Activities

Smell Identification Play Texture Blankets Rice Krispy Hands Pudding Painting Nature Walks Sand / Clay Play Shaving Cream Making Cookies Songs/Stories/Nature Sounds Smelling for Identification Texture / Blankets for Touch

Sensations Tastes for Fun, Identification Looking at Pictures/Paintings Fidgets/Stress Balls Wiggle Cushions

All rights reserved © 2011 Rick Gaskill and The Child Trauma Academy21

Calming and Relaxation

Rocking Holding Holding hands Eye to eye contact Smiling Talking softly and

warmly Sitting on your lap Sitting close to you

Grooming, bathing, dressing Lullabies

Feeding Cuddling Motherese Carrying Rubbing back, neck,

arm, or head Weighted vest/blanket


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Laughter Breathing Techniques Progressive Muscle Relaxation and Stretching Autogenic Phrases Yoga and Slow Movement Exercises Visualization and Guided Imagery Music (60 to 80 Beats per Minute)

Relaxation, Guided Imagery, and Visualization Techniques for Kids


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Weaving Trauma Sensitive Approaches Into The Fabric Of The School

Give goal directed activities that involve movement Sitting balls Fidgets Chew sticks Sharpen pencils for teacher Pass out papers Get out supplies or put them away Take notes to the office

Create nap bags of soothing items Create the child’s own soothing boxAll rights reserved © 2011 Rick Gaskill and The Child Trauma Academy

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Movement Organizes the Brain

Gentle/vigorous Movements Fast/Slow Small/Large Hula Hoops Building with Blocks Balls/Bean Bags Swimming Trampoline Brain Gym Ball Bouncing (Simon Says: Balance Beams Tunnels / Mazes Round Tires Tubes Tires Swings

Outdoor Play

Exercise Equipment Swings/ Teeter Tatter Slides/ Merry Go Rounds Jungle Gyms

Fine Motor Legos/Constructs/Dominos Puzzles Tidily Winks/ Manipulatives Hop Scotch Building Blocks Stringing macaroni/popcorn Crafts/Jewelry Making Fingernail Paining


Rhythm, Songs, Chanting, Narrative

Poetry Rhymes, Lyrics I Am a Bright Light Tony Chestnut Family Hugs Story Telling

Family Stories Reading and Telling Stories

Fables, Nursery Stories Children’s Books “I Love You Rituals”

Old Woman Lived in A Shoe

Story hand


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Movement/ Sequencing

Going on Bear Hunt

Drum CirclesPercussion BandsClapping GamesBall BouncingBal A Vis X

Outdoor Play Exercise EquipmentPhysical GamesBuild With BlocksTreasure HuntDanceWalk A Maze


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Movement Enhancements

Music Chanting Rhyming Poems Nursery Rhymes Rhythm Bands Reading / Telling Stories

(Dr. Seuss)

Movement Activities Songs / Chants with hand

motions Dance / Movement

Activities Jungle Gym / Box Tunnels Mazes / Swings Balls, Ribbons, Hoops Occupational Therapy


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2. Maintain Academic Standards Very helpful for traumatized children to succeed

academically Lowering standards may validate their feelings of

worthlessness Let the student know the school will help them meet

these standards



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3. Help the Child Feel Safe Traumatized children live in constant states of fear They must feel physically and emotionally safe at school

No teasing/bullying Always start with a positive statement The classroom should be predictable

Cue/advise of change/transitions 5 minute warning Hands on the clock

Picture boards to see what comes next Quiet place to retreat

Safe Place Nature walks



Control the External Environment Traumatized children are easily

overwhelmed by stimuli Remove from stimulation to calm

People Commotion Number of toys Number of choices Noise Light Voices/Sound



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4. Manage Behavior and Set Limits Traumatized students must be held accountable for

their behavior Management system must be based on

understanding the traumatized child and be relational Help them see that following rules will make a

positive difference in their lives (not their historical true)

The system must emphasize positive behavioral supports

Emphasize learning social skills to teach social skills


Traumatized Children are Challenging

When we believe a child has complete control, his or her behavior is viewed as inappropriate and often irritating.

If we recognize the factors that shape

a child’s behavior and compromise self-control, we are more likely to want to ease the child’s plight


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5. No Bullying or Harassment Maintain a predictable environment Anti-bulling policies must be practiced school wide Use peer models as positive alternative role models Use reflective skills to voice children’s intent and

feelings to aid understanding of internal states Offer opportunities to deal with feelings of exclusion,

anger, prejudice, and disempowerment Children often learn and practice new skills with adults

first so they may use them with other students later.



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6. Build a Sense of AgencyAbused children often do not feel in control of their lives

Cultivate the sense they can control their environment Give choices Offer freeing choices to let the child direct play Let the child lead in play activities with adults

Set appropriate limits and boundaries Give choices within the limits Let the child be responsible for their choices


Weaving Trauma Sensitive Approaches into The Fabric of the School Make empowerment statements to emphasize

his impact on the world Self-esteem building statements Give Credit not praise Freeing to the child

Facilitate decision making Facilitate spontinatiety and creativity

Convey understanding Help the child make appropriate decisions and

plans


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7. Build on StrengthsThis is a critical first step in mastering academic content and

social relations Identify and build self-esteem around strengths Strengths are used solve problems and to heal

ourselves Find opportunities to experience success Building a respectful relationship valuing the child Positive relationships stimulating personal growth Positive relationships stimulates neural growth

hormone



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8. Understand the Connection Between Behavior and Emotion

Traumatized children often have difficulty expressing their experiences as they lack words for their pain

Vulnerability is often expressed as aggression or disinterestThey may not understand why they act out (disconnect between experience, emotion, and action)Traumatized child’s behavior is often not willful defianceThis is critical to respond to the child internal experience not solely the problematic behavior


Family Experiences Builds a Child’s Vocabulary

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Hart & Risley, 2003

Teach Affective Literacy Label emotions, non-verbal expressions Reflect feelings Use Play Therapy, Sand Tray, Art other

expressive means Teach Appropriate Emotional Expression Use narrative to help teach understanding

and sequencing of emotions Help integrate experiences in to a

narrative understanding 40


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9. Avoid Labels Avoid the negative consequences of publicly

labeling children Labeling risks making the trauma into the prominent

feature of the child’s identity.

10. Take Time for Relational Play Traumatized children have difficulty exploring with

free play and use of creative play Stimulates brain development and growth


What Children Learn from Play

Discharge Energy Prepare for Life’s Duties Release Frustrations Make Physical Contact

with others Discharge Competitive

Needs Act Aggressively in

Appropriate Ways Learn to Cooperate With

Others

Mental Skills Through Contact with the World Imagination Physical to Abstract Make Sound Judgments Flexible and

Resourceful Rehearsal for Adult Life Cope with the

Unmanageable Language Development Problem Solving and

Creativity


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Parents Make a Difference in Their Children’s Play

Join and enjoy your child’s play Affirm your child’s play Assist, clarify, and extend activities Use daily events to learn new skills Provide a variety of stimulating toys Arrange indoor and outdoor toys Impose a few simple safety rules Set rules about how, when, and where children play


Thank You

Do all you can to help children learn the skills to be successful.

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how trauma sensitive schools help children learn to self-regulate richard l. gaskill ed.d. sumner...

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