the national dropout prevention center
TRANSCRIPT
Microsoft PowerPoint - Original Trauma-Skilled Powerpoint (1)The
National Dropout Prevention Center
Mission is to provide services and resources to support those who work to improve graduation outcomes.
Founded in 1986. Nations oldest and most utilized dropout prevention resource.
10 staff members – 30 consultants – 13 researchers
Supports schools, districts, and states across nation.
Research – strategies publications – guides – films – reports – tools – conferences – institutes – professional development – program analysis and review
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1. It is a Dropout Issue
2. Prevalence of the Issue
3. Educator Demand for Action
4. Litigation and Legislation
5. Trauma Shows Up
Trauma Shows Up • A wellprepared student sits down for an examination and cannot seem to recall information that rolled of his/her tongue during study time.
• A girl avoids eye contact with the teacher and others in the classroom. She speaks very quietly when called upon and gives an answer that tangentially addresses the question.
• An academically strong student begins to demonstrate isolating behaviors and grades begin a downward trend.
• A student responds aggressively to an administrator who is trying to connect by asking questions about a student’s activity the previous evening.
• A teacher turns off her car and sighs deeply to gather thoughts before gathering her things to go into the school. She cannot wait until the weekend – it won’t come soon enough and won’t be long enough.
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• A Crisis Prevention or Intervention Program • A Therapist Preparation Program (not expecting teachers and staff to be therapist)
• A Curriculum or Program to be implemented step by step
• A Cure All for Disciplinary Issues • A Clinical discussion of brain science, biology, or mental health disorders
• A Replacement for Therapeutic Services
TraumaSkilled Schools Model IS
•A framework to help schools minimize the effects of stress and trauma on learning and behavior by adjusting climate and practice.
• Requires Adjustment and Hard Work • Implementation Requires Approximately Two Years • Organic Effort Defined by Organization
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• Increased Morale and Engagement (students and staff)
• Increased Graduation Rates
• Systemic • Intentional
The Stress of Life…
Seventyseven percent of people regularly experience physical symptoms caused by stress.
American Psychological Association, American Institute of Stress, 7/14/2018
Sources of stress in U.S: 1. Job Pressure 2. Money 3. Health 4. Relationships 5. Poor Nutrition 6. Media Overload 7. Sleep Deprivation
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•“When I am stressed, I…”
Find a Neighbor:
Interesting Note: Female Male
25% I am not doing enough to manage my stress 17%
68% It is important to manage my stress 52%
26% Stress has SLIGHT or NO effects on my physical health 36%
32% Stress has SLIGHT or NO effects on my mental health 40%
45% After deciding to make a life change, indicated no particular strategies were used
61%
70% I have tried to reduce my stress over the last 5 years 50%
What implications does this bring to mind?
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7
How Many Students Are TraumaImpacted?
•CDC and Kaiser Permanente (19951997) 17,000 participants •40% reported 2 or more Adverse Childhood Experiences •12.5% reported four or more
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Childhood Trauma
• “Approximately 68% of Americans have experienced some type of trauma during childhood.”
•Children from urban areas and ethnic minorities experience particularly high rates of recurrent interpersonal [complex] trauma.”
Copeland, Keeler, Angold, & Costello, Archives of General Psychology, 64, 2007
Overstreet & Matthews, Psychology in the Schools, 48(7), 2011
7/10/2019
9
What do you See?
• Identify the top 5 stressors that you think influence your students.
•Why those 5? Any data?
Key Definitions – Chronic Stress
• Is the everyday grinding stress that wears people out and is destructive to physical and mental health.
• It is created through the persistence of longterm problems such as the challenges of poverty, dysfunctional relationships, violent environments, or continued or perceived threat.
• In time, the sufferer of chronic stress will ignore the stress, tragically accepting it as "a way of life."
• When we refer to STRESS and trauma, we are referring to CHRONIC STRESS and Trauma
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Key Definitions – Trauma
•DSMIII (1980’s) an overwhelming event "outside the range of normal human experience" that "would produce significant symptoms in almost anyone"
•An emotional response to adverse happenings that are experienced, witnessed, encountered, or perceived. It can occur when a real or perceived threat is present.
Key Principles
• ACES are Traumatic Events. Traumatic Events are NOT Trauma.
•When we discuss trauma, it is important in this model that we understand we are not referring to the EVENTS that happen. The events may require some additional help
• Trauma can exist when Traumatic Events DO NOT.
• Chronic Stress and Trauma affect brain and body function.
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List your top 5 reasons to this question:
It used to be practice that nurses wore gloves when dealing with an infectious patient, now they wear them all the time. Why do nurses wear gloves?
Crucial Understanding
• Identification of students experiencing stress and trauma is not necessary. • It is not necessary to know WHAT has happened to students or WHAT they are dealing with. •When information about ACEs or other difficult circumstances arises – refer. • Identification can be counterproductive for the teacher/staff member.
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KNOWLEDGE
Trauma – individual response to adverse happenings that are: • Experienced • Witnessed • Encountered • Perceived
Effects of Trauma: • On Learning • On Behavior
Awareness of Demographics
National Dropout Prevention Center ©
Common Terms for Understanding
Trauma An occurrence which is outside the scope of everyday human experience and which would be notable distressing to almost anyone. American Psychiatric Association, 1987
Trauma is an emotional response to adverse happenings that are experienced, witnessed, encountered, or perceived.
Acute Trauma Disorder Normal response up to 46 weeks
Post Traumatic Stress Disorder More than 46 weeks
EVENTRESPONSE
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The Brain
Van der Kolk, Bessel, MD, The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma, 2014.
Prefrontal Cortex
Dispenses Cortisol & Adrenaline
Limbic Brain Lizard Brain
• Analgesia • Digestive problems
• Bedwetting • Acne • Sleep disruption
•Unworthy, unlovable •Powerless; Trapped •Victim (of fate or others control)
Emotional Effects – World Around Them
•Anxious, Uncertain cannot count on anything •Dysregulation too much/too little response
•Apathetic (why try?) • Sadness; Depression things are not right, but it is their normal
•Anger things are not fair, why them?
• Isolation not welcome, worthy
Expect the best I’m helpless /bad things
I’m on your side You will hurt me
I want to help you I’m worthless
We say…. They think…
Trust me You are tricking me
You can do this… I’m defective
I understand… You don’t know
We say…. They hear…
Dr. Bessel Van der Kolk
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•Executive Functions •Language Processing and Understanding
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Trauma and Stress
Flight/Fight Hypervigilance Escape Irritability Outbursts
Freeze Exhaustion Apathy Tension Folding, Defeat Compliance
What Helps?
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Activity
• Stand up straight spine hips knees, ankles in straight parallel lines, no swaying, or wobbling, no props, be still at all times unless complying with an instruction.
•Place one foot behind the opposite calf or knee (left foot behind right calf, etc)
What Helps?
• “What happens in Vagus does NOT stay in Vagus!
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20
Physical Activities • Exercise • Stretching, Reaching • Yoga and Positions that Cross the Center line of the
body • Play
•Q: What goes up and down but does not move?
•A: Stairs
•Q: What did the stamp say to the envelope? •A: Stick with me and we will go places!
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22
•Did you hear about the guy who invented the knock knock joke?
•He won the “NoBell” Prize
•What do you call a pile of kittens?
•A: a meowntain
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23
•Q: What is it called when a cat wins a dog show?
•A: A CATHASTROPHY!
In small groups, make a list of activities you think may help students affected by trauma and stress.
Please list your ideas on one of the index cards, so we can add them to the shared drive.
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Culture
School culture refers to the way teachers and other staff members work together and the set of beliefs, values, and assumptions they share.
School culture shapes School Experience.
School is a team sport.
Culture creates championships.
Build a systemic, intentional, and consistent CULTURE that fosters key RESILIENCE FACTORS
STEP 02
Resilience
“Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats or significant sources of stress — such as family and relationship problems, serious health problems or workplace and financial stressors. It means "bouncing back" from difficult experiences.”
https://www.apa.org/helpcenter/roadresilience
Elements of Culture
1. Beliefs and Values 2. Established Norms 3. Common Language 4. Symbols 5. Rituals and Celebrations
Culture Formation
FO R M AT
Build a systemic, intentional, and consistent CULTURE that fosters key RESILIENCE FACTORS
STEP 02
Options in academics, discipline, and selfmanagement
Others awareness, orientation
Resilience Factors
•Which one do you have the most affinity for or interest in?
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Connection
Each student will have a positive caring relationship with at least one adult in the school. That relationship should add value to the student, not feed the needs of the adult.
Connection
KEY CONCEPT “Someone Cares” “I have someone to go to…”
ROLE Adds value Provides Awareness Grounding Effect
VEHICLES Interest (Notice) Familiarity Show Value Ask Questions Common Ground
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•Affirmation
•Patience
Relationship
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Security
Students will have a sense of belonging. School becomes a safe place where they are safe, valued, understood, challenged toward growth, and welcome regardless of individual characteristics or proficiency.
Security REALM Individual/Corporate
ROLE Understanding Belonging Value Safety
VEHICLES Predictable Practice Rituals Corporate Identity Clear, High Standards Restorative Practice Inclusion
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What rituals or practices of belonging does your school or district have now?
A Culture that Fosters Security…
Value Vision/Norms How Can We?
Everyone Belongs
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Achievement
Students are viewed and interacted with from a perspective of their value and strengths, not deficiencies or inabilities.
“The problem is the problem, not the student”
Core Beliefs
•What we focus on becomes reality
• Solutions need to begin with their story, not the expert’s
• People must own their own growth
• Capacity building (not fixing) is a process and a goal
• Collaboration is enhanced by differences
• Growth takes place in the context of genuine relationship
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Achievement
ROLE SelfImage Esteem Builds Vision Belonging Autonomy
VEHICLES Small Victories Celebrate Accomplishment Chronicle Accomplishment Collaborative Learning
Discussion:
• Identify where in our current culture, we focus on deficits (do not assess potential for change at this point). List specific policies or practices.
• Without performance, what achievements can be celebrated in our school?
• What in or about our school can everyone high five?
• List Activities That Can Promote and Foster Achievement in a CORPORATE Sense
• How does Achievement line up with our future culture?
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Progress/Growth
Autonomy
Students will have options within boundaries in in activities, academics, discipline, and selfmanagement. Options should be within protective boundaries and failure is often the best learning tool.
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• Emotional and Behavioral Autonomy
KEY CONCEPT “I Have Control” “I Can Choose to…” Empowering
ROLE Internal Locus of Control Motivation SelfDetermination Resilience Skills
VEHICLES Choices, Options Social Emotional Intelligence SelfAwareness SelfManagement
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• What in our current policies, practices, or people prohibit autonomy: in
• Activities (who can participate and what is offered?)
• Discipline policies (can a student develop a discipline plane to negotiate with advocates?)
• Academic policies (is there prescription or selection?)
A Culture that Fosters Autonomy…
Values Vision/Norms How Can We?
Empowerment
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Provide some examples for how the following positions would foster autonomy (you create the scenario):
• Bus driver • Assistant Principal discipline • History Teacher •Math Teacher
• English Teacher • Graduation Coach
Fulfillment
Students will learn awareness of the needs of others and take intentional steps to meet them.
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• Increase belonging When Collective
•Ease Stress and Anxiety
ROLE Contribution Purpose
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•What is the last kind thing someone has done for you?
•What is the nicest thing anyone outside of family has done for you?
• How did you feel?
•What is the last kind thing you did for someone you did not know?
• How did that make you feel?
•What is the next thing you will do?
A Culture that Fosters Fulfillment…
Value Vision/Norms How Can We?
Contribution
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Connection Relationship
Students/Faculty/Staff will have relationships with one another
All students will be able to identify at least one person they
have a positive relationship with
Students will have a weekly checkin with an adult in the
building.
Connection Days student must have a staff
connection and must see that person
throughout the day/week
Students will have a sense of unity and belonging
All students will be able to find activities that interest them
Designed traditions and rituals will become talk of
conversation with alumni
Class Tshirts
Birthday blessings
Our students will be able to name accomplishments that are
schoolwide
Our students will be able to list their own accomplishments
(daily/weekly/monthly?)
Students will be recruited to exercise their strengths for the
good of the school as a whole
A variety of types of Achievement will be recognized regularly
and equally.
Congratulations for different accomplishments
Autonomy
SelfManagement
Our students will be taught to exercise selfawareness and self
management
without the school
Our students will do things to meet others’ needs
• In order to begin changing your culture, specifically what are your next steps?
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• Prevention • Intervention • Recovery • Referral
Develop skills that support the culture’s fostering of the 5 Resilience Factors
STEP 03
Respond to demonstration with de escalation
Skills to return to normal operation
Systems, processes, and networks for intervention and treatment
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Find a NEW Friend:
•Share with them a skill that you have that is not necessarily apparent.
•Describe the development process for that skill.
Good Stuff is Not Always Successful
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• Prevention • Intervention • Recovery • Referral
Develop skills that support the culture’s fostering of the 5 Resilience Factors
STEP 03
Respond to demonstration with de escalation
Skills to return to normal operation
Systems, processes, and networks for intervention and treatment
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47
Individual Skills Connection
• “I can tell someone how I build connections with young people the ages of my students.”
•Who, in our organization is gifted at making connections with students?
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Individual Skills Security
• “I intentionally create and incorporate rituals in my practice that I am known for and students talk about when they are gone.”
•Who, in our organization is gifted at creating a sense of belonging?
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Deficiency vs Strength
•Discussing current or past practice, describe how we have focused on deficiencies?
•How have we or can we focus on strengths?
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Additional Vehicles are Born out of Options
Find a partner…
Discuss autonomy with each other and list 3 ways each of you can grant autonomy in your particular position.
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SKILL ACQUISITION
• Prevention • Intervention • Recovery • Referral
Develop skills that support the culture’s fostering of the 5 Resilience Factors
STEP 03
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Small Group Discussion:
When it comes to the issues of trauma and stress, what issues are you wanting to address immediately?
The Tyranny of the Urgent
“When you are up to eyeballs in alligators…
it’s too late to think about draining the swamp!”
“An ounce prevention…
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Examples:
“I am going to the dentist today because I have a cavity.”
URGENT IMPORTANT
“No matter how busy I am, I still brush my teeth in the morning.”
URGENT IMPORTANT
URGENT IMPORTANT
URGENT IMPORTANT
While not committing
that would alleviate or prevent it.
Example Incident URGENT
Deescalation (URGENT)
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Prevention
Building purposeful practice into daily routines to alleviate the effects of stress and trauma in the school experience. This mode of prevention should become the status quo.
Under the Influence
Read your situation
How would a culture that foster resilience help?
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Under the Influence
Each day on the bus ride to school, Judah is teased by much bigger Darius who calls him Judy. Several of the older boys have joined in and use the name throughout the school day whenever they pass him.
Under the Influence
Wednesday night, Tim goes to bed and is unable to go to sleep as he hears the sounds of his parents arguing. The heated argument haunts his dreams as he ponders life without one of his parents in the home. His father has already left for the day when Tim gets up and heads to school.
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Under the Influence
On the way home from school, Manny sees a fight where three or four boys are beating up one guy. His sister shares a text with him that one of her best friends was the outnumbered victim. They don't know why the group of boys beat him up but they are regularly seen on the way to and from school.
Under the Influence
Denise wakes up in the morning and goes to wake up her younger sister to get ready for school. This is her custom as her mom is finishing up her shift and will be home shortly. Her sister is sick and her mom is late and not yet home when Denise heads out for school.
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•Prevention Requires Awareness • Self, Others, Contextual, Body
•Prevention Requires a Dual Focus • Needs of students and self
Prevention
• “What happens in Vagus does NOT stay in Vagus!
What Helps?
Physical Activities • Exercise • Stretching, Reaching • Yoga and Positions that Cross the Center line of the
body • Play
Anniversaries
Practice
There is a buzz in the room as students enter the classroom. Half of them are coming from lunch and they seem emotionally charged. Today you are going over the results of an exam worth 25% of the class grade.
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Practice
As Jim and Brian enter the classroom, profanity is heard as they are obviously upset with one another.
Practice
Today is the weekly spelling test and Shari barely acknowledges your greeting as she enters the room. You notice she does not make eye contact as she quickly sits down and looks over the word list.
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Practice
2. Demonstrate regulation
3. Reconciliation; Restoration
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In light of the goals of Recovery, what are some phrases or scripts that can move a situation toward recovery?
Goals of Recovery: 1. Return to normal; regulate
and ground 2. Demonstrate regulation 3. Reconciliation; Restoration
Intervention begins with skillful and strategic implementation of prevention techniques
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Intervention
Check – self, immediate danger, restraint, relocation
Assess – emotion, tone, posture, physical symptoms
Listen – threats, needs, avoidance, affirm
Mitigate – value, address needs, positive course
Find your connection…
•When you hear a word that comes from the CALM Model, discuss the contents and ramifications of that step.
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Skills Demand Practice
Skills learning is not like a software update, learning once and automatic changes take place. They demand continual practice and adding new skills.
Referral Systems, processes, and networks for intervention and treatment.
1. Systemic – Everyone should know course for an immediate internal referral (including self)
2. Systems and availability should be intentional
3. Community resources should be published and partners
4. Processes and partnerships for external referral – preset.
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2. ONLY DESIGNATED INDIVIDUALS should make external referrals
3. External resources should be published and distributed
4. External resources should be partners
ASSESSMENT & IMPLEMENTATION
Positions, Placement, Personalities, Internal and External Resources
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Planned and prepared adjustments in behavior and practice.
Demonstration, observation, and feedback
SelfTraining Lead Team Appointment & PD
Staff Professional Development Lead Team Plan Development
Self Plan Development TS Faculty Plan Input
SelfMonitor, Evaluation Staff Professional Development
Skills Training
• Cultural Adjustments • Initiatives • Accountability
• Verification
Timeline
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Next Steps: 1. Adoption & Assessment 2. Leader Orientation 3. Name Lead Teams 4. Train Lead Teams 5. Train Staff (Steps 12) 6. Culture Work/Coaching 7. Plan Development • Cultural Adjustments • Training Needed
8. Train Staff (Step 3) 9. Coaching on Skills 10.Observation/Verification
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Mission is to provide services and resources to support those who work to improve graduation outcomes.
Founded in 1986. Nations oldest and most utilized dropout prevention resource.
10 staff members – 30 consultants – 13 researchers
Supports schools, districts, and states across nation.
Research – strategies publications – guides – films – reports – tools – conferences – institutes – professional development – program analysis and review
7/10/2019
2
1. It is a Dropout Issue
2. Prevalence of the Issue
3. Educator Demand for Action
4. Litigation and Legislation
5. Trauma Shows Up
Trauma Shows Up • A wellprepared student sits down for an examination and cannot seem to recall information that rolled of his/her tongue during study time.
• A girl avoids eye contact with the teacher and others in the classroom. She speaks very quietly when called upon and gives an answer that tangentially addresses the question.
• An academically strong student begins to demonstrate isolating behaviors and grades begin a downward trend.
• A student responds aggressively to an administrator who is trying to connect by asking questions about a student’s activity the previous evening.
• A teacher turns off her car and sighs deeply to gather thoughts before gathering her things to go into the school. She cannot wait until the weekend – it won’t come soon enough and won’t be long enough.
7/10/2019
3
• A Crisis Prevention or Intervention Program • A Therapist Preparation Program (not expecting teachers and staff to be therapist)
• A Curriculum or Program to be implemented step by step
• A Cure All for Disciplinary Issues • A Clinical discussion of brain science, biology, or mental health disorders
• A Replacement for Therapeutic Services
TraumaSkilled Schools Model IS
•A framework to help schools minimize the effects of stress and trauma on learning and behavior by adjusting climate and practice.
• Requires Adjustment and Hard Work • Implementation Requires Approximately Two Years • Organic Effort Defined by Organization
7/10/2019
4
• Increased Morale and Engagement (students and staff)
• Increased Graduation Rates
• Systemic • Intentional
The Stress of Life…
Seventyseven percent of people regularly experience physical symptoms caused by stress.
American Psychological Association, American Institute of Stress, 7/14/2018
Sources of stress in U.S: 1. Job Pressure 2. Money 3. Health 4. Relationships 5. Poor Nutrition 6. Media Overload 7. Sleep Deprivation
7/10/2019
6
•“When I am stressed, I…”
Find a Neighbor:
Interesting Note: Female Male
25% I am not doing enough to manage my stress 17%
68% It is important to manage my stress 52%
26% Stress has SLIGHT or NO effects on my physical health 36%
32% Stress has SLIGHT or NO effects on my mental health 40%
45% After deciding to make a life change, indicated no particular strategies were used
61%
70% I have tried to reduce my stress over the last 5 years 50%
What implications does this bring to mind?
7/10/2019
7
How Many Students Are TraumaImpacted?
•CDC and Kaiser Permanente (19951997) 17,000 participants •40% reported 2 or more Adverse Childhood Experiences •12.5% reported four or more
7/10/2019
8
Childhood Trauma
• “Approximately 68% of Americans have experienced some type of trauma during childhood.”
•Children from urban areas and ethnic minorities experience particularly high rates of recurrent interpersonal [complex] trauma.”
Copeland, Keeler, Angold, & Costello, Archives of General Psychology, 64, 2007
Overstreet & Matthews, Psychology in the Schools, 48(7), 2011
7/10/2019
9
What do you See?
• Identify the top 5 stressors that you think influence your students.
•Why those 5? Any data?
Key Definitions – Chronic Stress
• Is the everyday grinding stress that wears people out and is destructive to physical and mental health.
• It is created through the persistence of longterm problems such as the challenges of poverty, dysfunctional relationships, violent environments, or continued or perceived threat.
• In time, the sufferer of chronic stress will ignore the stress, tragically accepting it as "a way of life."
• When we refer to STRESS and trauma, we are referring to CHRONIC STRESS and Trauma
7/10/2019
10
Key Definitions – Trauma
•DSMIII (1980’s) an overwhelming event "outside the range of normal human experience" that "would produce significant symptoms in almost anyone"
•An emotional response to adverse happenings that are experienced, witnessed, encountered, or perceived. It can occur when a real or perceived threat is present.
Key Principles
• ACES are Traumatic Events. Traumatic Events are NOT Trauma.
•When we discuss trauma, it is important in this model that we understand we are not referring to the EVENTS that happen. The events may require some additional help
• Trauma can exist when Traumatic Events DO NOT.
• Chronic Stress and Trauma affect brain and body function.
7/10/2019
11
List your top 5 reasons to this question:
It used to be practice that nurses wore gloves when dealing with an infectious patient, now they wear them all the time. Why do nurses wear gloves?
Crucial Understanding
• Identification of students experiencing stress and trauma is not necessary. • It is not necessary to know WHAT has happened to students or WHAT they are dealing with. •When information about ACEs or other difficult circumstances arises – refer. • Identification can be counterproductive for the teacher/staff member.
7/10/2019
12
KNOWLEDGE
Trauma – individual response to adverse happenings that are: • Experienced • Witnessed • Encountered • Perceived
Effects of Trauma: • On Learning • On Behavior
Awareness of Demographics
National Dropout Prevention Center ©
Common Terms for Understanding
Trauma An occurrence which is outside the scope of everyday human experience and which would be notable distressing to almost anyone. American Psychiatric Association, 1987
Trauma is an emotional response to adverse happenings that are experienced, witnessed, encountered, or perceived.
Acute Trauma Disorder Normal response up to 46 weeks
Post Traumatic Stress Disorder More than 46 weeks
EVENTRESPONSE
7/10/2019
13
The Brain
Van der Kolk, Bessel, MD, The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma, 2014.
Prefrontal Cortex
Dispenses Cortisol & Adrenaline
Limbic Brain Lizard Brain
• Analgesia • Digestive problems
• Bedwetting • Acne • Sleep disruption
•Unworthy, unlovable •Powerless; Trapped •Victim (of fate or others control)
Emotional Effects – World Around Them
•Anxious, Uncertain cannot count on anything •Dysregulation too much/too little response
•Apathetic (why try?) • Sadness; Depression things are not right, but it is their normal
•Anger things are not fair, why them?
• Isolation not welcome, worthy
Expect the best I’m helpless /bad things
I’m on your side You will hurt me
I want to help you I’m worthless
We say…. They think…
Trust me You are tricking me
You can do this… I’m defective
I understand… You don’t know
We say…. They hear…
Dr. Bessel Van der Kolk
7/10/2019
17
•Executive Functions •Language Processing and Understanding
7/10/2019
18
Trauma and Stress
Flight/Fight Hypervigilance Escape Irritability Outbursts
Freeze Exhaustion Apathy Tension Folding, Defeat Compliance
What Helps?
7/10/2019
19
Activity
• Stand up straight spine hips knees, ankles in straight parallel lines, no swaying, or wobbling, no props, be still at all times unless complying with an instruction.
•Place one foot behind the opposite calf or knee (left foot behind right calf, etc)
What Helps?
• “What happens in Vagus does NOT stay in Vagus!
7/10/2019
20
Physical Activities • Exercise • Stretching, Reaching • Yoga and Positions that Cross the Center line of the
body • Play
•Q: What goes up and down but does not move?
•A: Stairs
•Q: What did the stamp say to the envelope? •A: Stick with me and we will go places!
7/10/2019
22
•Did you hear about the guy who invented the knock knock joke?
•He won the “NoBell” Prize
•What do you call a pile of kittens?
•A: a meowntain
7/10/2019
23
•Q: What is it called when a cat wins a dog show?
•A: A CATHASTROPHY!
In small groups, make a list of activities you think may help students affected by trauma and stress.
Please list your ideas on one of the index cards, so we can add them to the shared drive.
7/10/2019
24
Culture
School culture refers to the way teachers and other staff members work together and the set of beliefs, values, and assumptions they share.
School culture shapes School Experience.
School is a team sport.
Culture creates championships.
Build a systemic, intentional, and consistent CULTURE that fosters key RESILIENCE FACTORS
STEP 02
Resilience
“Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats or significant sources of stress — such as family and relationship problems, serious health problems or workplace and financial stressors. It means "bouncing back" from difficult experiences.”
https://www.apa.org/helpcenter/roadresilience
Elements of Culture
1. Beliefs and Values 2. Established Norms 3. Common Language 4. Symbols 5. Rituals and Celebrations
Culture Formation
FO R M AT
Build a systemic, intentional, and consistent CULTURE that fosters key RESILIENCE FACTORS
STEP 02
Options in academics, discipline, and selfmanagement
Others awareness, orientation
Resilience Factors
•Which one do you have the most affinity for or interest in?
7/10/2019
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Connection
Each student will have a positive caring relationship with at least one adult in the school. That relationship should add value to the student, not feed the needs of the adult.
Connection
KEY CONCEPT “Someone Cares” “I have someone to go to…”
ROLE Adds value Provides Awareness Grounding Effect
VEHICLES Interest (Notice) Familiarity Show Value Ask Questions Common Ground
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•Affirmation
•Patience
Relationship
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Security
Students will have a sense of belonging. School becomes a safe place where they are safe, valued, understood, challenged toward growth, and welcome regardless of individual characteristics or proficiency.
Security REALM Individual/Corporate
ROLE Understanding Belonging Value Safety
VEHICLES Predictable Practice Rituals Corporate Identity Clear, High Standards Restorative Practice Inclusion
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What rituals or practices of belonging does your school or district have now?
A Culture that Fosters Security…
Value Vision/Norms How Can We?
Everyone Belongs
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Achievement
Students are viewed and interacted with from a perspective of their value and strengths, not deficiencies or inabilities.
“The problem is the problem, not the student”
Core Beliefs
•What we focus on becomes reality
• Solutions need to begin with their story, not the expert’s
• People must own their own growth
• Capacity building (not fixing) is a process and a goal
• Collaboration is enhanced by differences
• Growth takes place in the context of genuine relationship
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Achievement
ROLE SelfImage Esteem Builds Vision Belonging Autonomy
VEHICLES Small Victories Celebrate Accomplishment Chronicle Accomplishment Collaborative Learning
Discussion:
• Identify where in our current culture, we focus on deficits (do not assess potential for change at this point). List specific policies or practices.
• Without performance, what achievements can be celebrated in our school?
• What in or about our school can everyone high five?
• List Activities That Can Promote and Foster Achievement in a CORPORATE Sense
• How does Achievement line up with our future culture?
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Progress/Growth
Autonomy
Students will have options within boundaries in in activities, academics, discipline, and selfmanagement. Options should be within protective boundaries and failure is often the best learning tool.
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• Emotional and Behavioral Autonomy
KEY CONCEPT “I Have Control” “I Can Choose to…” Empowering
ROLE Internal Locus of Control Motivation SelfDetermination Resilience Skills
VEHICLES Choices, Options Social Emotional Intelligence SelfAwareness SelfManagement
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• What in our current policies, practices, or people prohibit autonomy: in
• Activities (who can participate and what is offered?)
• Discipline policies (can a student develop a discipline plane to negotiate with advocates?)
• Academic policies (is there prescription or selection?)
A Culture that Fosters Autonomy…
Values Vision/Norms How Can We?
Empowerment
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Provide some examples for how the following positions would foster autonomy (you create the scenario):
• Bus driver • Assistant Principal discipline • History Teacher •Math Teacher
• English Teacher • Graduation Coach
Fulfillment
Students will learn awareness of the needs of others and take intentional steps to meet them.
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• Increase belonging When Collective
•Ease Stress and Anxiety
ROLE Contribution Purpose
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•What is the last kind thing someone has done for you?
•What is the nicest thing anyone outside of family has done for you?
• How did you feel?
•What is the last kind thing you did for someone you did not know?
• How did that make you feel?
•What is the next thing you will do?
A Culture that Fosters Fulfillment…
Value Vision/Norms How Can We?
Contribution
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Connection Relationship
Students/Faculty/Staff will have relationships with one another
All students will be able to identify at least one person they
have a positive relationship with
Students will have a weekly checkin with an adult in the
building.
Connection Days student must have a staff
connection and must see that person
throughout the day/week
Students will have a sense of unity and belonging
All students will be able to find activities that interest them
Designed traditions and rituals will become talk of
conversation with alumni
Class Tshirts
Birthday blessings
Our students will be able to name accomplishments that are
schoolwide
Our students will be able to list their own accomplishments
(daily/weekly/monthly?)
Students will be recruited to exercise their strengths for the
good of the school as a whole
A variety of types of Achievement will be recognized regularly
and equally.
Congratulations for different accomplishments
Autonomy
SelfManagement
Our students will be taught to exercise selfawareness and self
management
without the school
Our students will do things to meet others’ needs
• In order to begin changing your culture, specifically what are your next steps?
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• Prevention • Intervention • Recovery • Referral
Develop skills that support the culture’s fostering of the 5 Resilience Factors
STEP 03
Respond to demonstration with de escalation
Skills to return to normal operation
Systems, processes, and networks for intervention and treatment
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Find a NEW Friend:
•Share with them a skill that you have that is not necessarily apparent.
•Describe the development process for that skill.
Good Stuff is Not Always Successful
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• Prevention • Intervention • Recovery • Referral
Develop skills that support the culture’s fostering of the 5 Resilience Factors
STEP 03
Respond to demonstration with de escalation
Skills to return to normal operation
Systems, processes, and networks for intervention and treatment
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Individual Skills Connection
• “I can tell someone how I build connections with young people the ages of my students.”
•Who, in our organization is gifted at making connections with students?
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Individual Skills Security
• “I intentionally create and incorporate rituals in my practice that I am known for and students talk about when they are gone.”
•Who, in our organization is gifted at creating a sense of belonging?
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Deficiency vs Strength
•Discussing current or past practice, describe how we have focused on deficiencies?
•How have we or can we focus on strengths?
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Additional Vehicles are Born out of Options
Find a partner…
Discuss autonomy with each other and list 3 ways each of you can grant autonomy in your particular position.
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SKILL ACQUISITION
• Prevention • Intervention • Recovery • Referral
Develop skills that support the culture’s fostering of the 5 Resilience Factors
STEP 03
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Small Group Discussion:
When it comes to the issues of trauma and stress, what issues are you wanting to address immediately?
The Tyranny of the Urgent
“When you are up to eyeballs in alligators…
it’s too late to think about draining the swamp!”
“An ounce prevention…
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Examples:
“I am going to the dentist today because I have a cavity.”
URGENT IMPORTANT
“No matter how busy I am, I still brush my teeth in the morning.”
URGENT IMPORTANT
URGENT IMPORTANT
URGENT IMPORTANT
While not committing
that would alleviate or prevent it.
Example Incident URGENT
Deescalation (URGENT)
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Prevention
Building purposeful practice into daily routines to alleviate the effects of stress and trauma in the school experience. This mode of prevention should become the status quo.
Under the Influence
Read your situation
How would a culture that foster resilience help?
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Under the Influence
Each day on the bus ride to school, Judah is teased by much bigger Darius who calls him Judy. Several of the older boys have joined in and use the name throughout the school day whenever they pass him.
Under the Influence
Wednesday night, Tim goes to bed and is unable to go to sleep as he hears the sounds of his parents arguing. The heated argument haunts his dreams as he ponders life without one of his parents in the home. His father has already left for the day when Tim gets up and heads to school.
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Under the Influence
On the way home from school, Manny sees a fight where three or four boys are beating up one guy. His sister shares a text with him that one of her best friends was the outnumbered victim. They don't know why the group of boys beat him up but they are regularly seen on the way to and from school.
Under the Influence
Denise wakes up in the morning and goes to wake up her younger sister to get ready for school. This is her custom as her mom is finishing up her shift and will be home shortly. Her sister is sick and her mom is late and not yet home when Denise heads out for school.
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•Prevention Requires Awareness • Self, Others, Contextual, Body
•Prevention Requires a Dual Focus • Needs of students and self
Prevention
• “What happens in Vagus does NOT stay in Vagus!
What Helps?
Physical Activities • Exercise • Stretching, Reaching • Yoga and Positions that Cross the Center line of the
body • Play
Anniversaries
Practice
There is a buzz in the room as students enter the classroom. Half of them are coming from lunch and they seem emotionally charged. Today you are going over the results of an exam worth 25% of the class grade.
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Practice
As Jim and Brian enter the classroom, profanity is heard as they are obviously upset with one another.
Practice
Today is the weekly spelling test and Shari barely acknowledges your greeting as she enters the room. You notice she does not make eye contact as she quickly sits down and looks over the word list.
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Practice
2. Demonstrate regulation
3. Reconciliation; Restoration
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In light of the goals of Recovery, what are some phrases or scripts that can move a situation toward recovery?
Goals of Recovery: 1. Return to normal; regulate
and ground 2. Demonstrate regulation 3. Reconciliation; Restoration
Intervention begins with skillful and strategic implementation of prevention techniques
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Intervention
Check – self, immediate danger, restraint, relocation
Assess – emotion, tone, posture, physical symptoms
Listen – threats, needs, avoidance, affirm
Mitigate – value, address needs, positive course
Find your connection…
•When you hear a word that comes from the CALM Model, discuss the contents and ramifications of that step.
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Skills Demand Practice
Skills learning is not like a software update, learning once and automatic changes take place. They demand continual practice and adding new skills.
Referral Systems, processes, and networks for intervention and treatment.
1. Systemic – Everyone should know course for an immediate internal referral (including self)
2. Systems and availability should be intentional
3. Community resources should be published and partners
4. Processes and partnerships for external referral – preset.
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2. ONLY DESIGNATED INDIVIDUALS should make external referrals
3. External resources should be published and distributed
4. External resources should be partners
ASSESSMENT & IMPLEMENTATION
Positions, Placement, Personalities, Internal and External Resources
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Planned and prepared adjustments in behavior and practice.
Demonstration, observation, and feedback
SelfTraining Lead Team Appointment & PD
Staff Professional Development Lead Team Plan Development
Self Plan Development TS Faculty Plan Input
SelfMonitor, Evaluation Staff Professional Development
Skills Training
• Cultural Adjustments • Initiatives • Accountability
• Verification
Timeline
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Next Steps: 1. Adoption & Assessment 2. Leader Orientation 3. Name Lead Teams 4. Train Lead Teams 5. Train Staff (Steps 12) 6. Culture Work/Coaching 7. Plan Development • Cultural Adjustments • Training Needed
8. Train Staff (Step 3) 9. Coaching on Skills 10.Observation/Verification
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