TRAUMA-INFORMED CARE: Empowering students to excel by meeting their needs holistically

ABE Summer InstituteAugust 21, 2014

Rachel Johnson, Education Program Manager

Stephanie Spandl, Social Services Program Manager

HOW WE DEFINE OURSELVES TODAY:

MORE is a multicultural community-based organization, and our mission is to empower people of many races, cultures, and ethnic backgrounds to live and work in peace.

HOW WE GOT THERE:

Founded in the mid-1980sMcDonough Homes Public Housing Site, St. Paul

Sister Kathleen Spencer, SSNDApproach: Being with people in community rather than imposing programs

MORE’S NAME:

A self-initiated women’s support group stated that they collectively needed:

more dignitymore opportunitiesmore jobsmore money more self-respect

ACCOMPLISHING OUR MISSION:

MORE’s programs offer community members an opportunity to:

Empower themselves to increase their capacity to meet the needs of their families and to take an active role in their community

ACCOMPLISHING OUR MISSION:

Three major component program areas support meeting our mission: Basic NeedsEducationSocial Services /

Mental Health

WHY MORE?

"MORE is uniquely situated as an organization serving refugees in that, in addition to the excellent work offered by its well-trained and dedicated staff members and volunteers, it has effectively eliminated two key barriers between providers and users of services. Those barriers are ones of accessibility and trust. MORE is physically located in communities of need and it has a well-established and solid reputation among those communities." •(Licensed Social Worker/Manager at the Center for Victims of Torture in a Letter of Support for MORE.)

WHY TRAUMA-INFORMED CARE?

In the general population, 61% of men and 51% of women reported exposure to at least one lifetime traumatic event, with the majority reporting more than one traumatic event (Kessler, et al, 1995)

FOUR CASE STUDIES

• A: Female, native speaker of English, early 40s

• B: Male, non-native speaker of English, late 50s

• C: Female, non-native speaker of English, mid 20s

• D: Female, native speaker of English, late 20s

WHAT IS TRAUMA?

“An event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or threatening and that has lasting adverse effects on the individual’s functioning and physical, social emotional or spiritual well-being. (SAMHSA website, 6/2013)“Overwhelming emotion and a feeling of utter helplessness.” (SIDRAN Institute, website, 6/2013) Extreme stress that overwhelms the person’s capacity to cope (DSM IV-TR)

WHAT IS TRAUMA-INFORMED CARE?

An appreciation for the high prevalence of traumatic experiences in particular populations (i.e. refugees)

A thorough understanding of the profound neurological, biological, psychological and social effects of trauma and violence on the individual (Jennings, 2004)

A new perspective where those providing the support shift from asking “What is wrong with you?” to “What happened to you?”

A collaborative approach where healing is led by the program participant and supported by the service provider. CHOICE is key.

Impacts all aspects of an organization.

WHY TRAUMA INFORMED CARE?

General population trauma: 61% of men, 51% of women.100% of refugees/asylees exposed to trauma, generally repeated and severe

Other immigrants face traumas experienced in general population as well as cultural adjustment stressors.

Undocumented immigrants face the trauma of dangerous border crossings and constant fear of deportation.

Secondary trauma to organization’s staffWe might unintentionally cause harm by practices, policies and activities that are insensitive to the needs of our clients. Re-traumatizing someone unintentionally is a real possibility.

TYPES OF TRAUMA

Natural Disasters Accidents and technological disasters

car/plane crashes, chemical spills, gas leak explosions, fire

Criminal Violence -- rape, robbery, homicide, assault

Domestic Violence/Child abuse and neglectWar/torture/political or religious persecution

Effects of trauma are more severe if human-caused, repetitive, and/or experienced in childhood

What types of trauma do you think ABE/ESL students have experienced?

EFFECTS OF TRAUMA SOMATIC EXPERIENCING INSTITUTE

EFFECTS OF TRAUMA SOMATIC EXPERIENCING

INSTITUTEFight/Flight

Freeze/dissociation

•All aspects of functioning change•Frontal cortex turns off

EFFECTS OF TRAUMAIntrusive/recurrent

thoughts

Nightmares

Difficulty with sleep

Flashbacks

Distressful reminders

Emotional numbing

Feeling detached or

withdrawn from people

Less interest in daily

activities

DSM IV-TR

Irritability

Loss of Concentration

Hyper-vigilance, feeling on

guard

Exaggerated startle

response/jumpy

Feeling exhausted

Body pain

Dissociation

Blaming yourself

Feeling guilty for having

survivedHarvard Trauma questionnaire

EFFECTS ON LEARNINGTRAUMA CHANGES THE BRAIN

Capacity to acquire new cognitive information and

retrieve stored information – learning and memory – is

diminished

Trauma during brain development in childhood as well

as chronic/repeated trauma in adulthood change brain

patterns.

Stress response neural systems become chronically

overactive and hypersensitive even when environment

be relatively safe.

When afraid and hypervigilant, all non-critical info is

tuned out.Perry, B. D. (Summer, 2006). Fear and Learning: Trauma-Related Factors in the Adult Education Process. New Directions for Adult and Continuing Education, 110, 21 -27. DOI: 10.1002/ace.215

EFFECTS ON LEARNINGTRAUMA CHANGES THE BRAINMore anxious, less capable of concentrating

More attentive to nonverbal cues such as tone of voice, body

posture, and facial expressions. Such cues may be

misinterpreted due to hypervigilance.

Difficulty maintaining self-esteem - may feel overwhelmed,

helpless, inept, “stupid.”

Difficulty risk-taking, including classroom activities – fear

inhibits curiosity and exploration.

May dissociate, “zone out”Perry, B. D. (Summer, 2006). Fear and Learning: Trauma-Related Factors in the Adult Education Process. New Directions for Adult and Continuing Education, 110, 21 -27. DOI: 10.1002/ace.215

FOUR CASE STUDIES

• A: Female, native speaker of English, early 40s

• B: Male, non-native speaker of English, late 50s

• C: Female, non-native speaker of English, mid 20s

• D: Female, native speaker of English, late 20s

WHAT DOES THIS MEAN FOR YOUR PROGRAM?An educator “can create safety by making the learning environment more familiar, structured, and predictable.”

“Predictability is created by consistent behavior. This implies not rigidity but rather consistency of interaction.”

“The invisible yet powerful web of relationships that effective educators create between themselves and learners, and between and among learners, is crucial to an optimal learning environment.”

Perry, B. D. (Summer, 2006). Fear and Learning: Trauma-Related Factors in the Adult Education Process. New Directions for Adult and Continuing Education, 110, 21 -27. DOI: 10.1002/ace.215

WHAT DOES THIS MEAN FOR YOUR PROGRAM?How can educators support self regulation in the classroom?•Deep breathing

WHAT DOES THIS MEAN FOR YOUR PROGRAM? Relationships

What HurtsInteractions that are

humiliating, harsh, impersonal, disrespectful, critical, demanding, judgmental

National Council for Community Behavioral Health Carewww.TheNationalCouncil.org

What HelpsInteractions that

express kindness, patience, reassurance, calm, acceptance and listening

Frequent use of words like “please” and “thank you”

WHAT DOES THIS MEAN FOR YOUR PROGRAM?Physical Environment

What HurtsCongested areas that

are noisyPoor signage that is

confusingUncomfortable

furnitureSeparate bathroomsCold/non-inviting colors

and décor

www.TheNationalCouncil.org

What HelpsAreas that are

comfortable and calmingPrivacy when neededFurniture is clean and

comfortableNo “wrong door”

philosophy. We are all here to help

Integrated bathroomsWarm décor that

displays a positive, hopeful message

WHAT DOES THIS MEAN FOR YOUR PROGRAM?Policies and Procedures

What HurtsRules that always seem

to be brokenFocus on organizational

needs rather than client needs.

Documentation with minimal involvement of clients

Many hoops to go through before a participant’s needs are met.

Language and cultural barriers

www.TheNationalCouncil.org

What HelpsSensible & fair rules that

are clearly explained (focus on what you CAN DO more than on what you CAN’T DO)

Transparency in documentation and service planning

Materials and communication in the person’s language

Continually seeking feedback from participants

WHAT DOES THIS MEAN FOR YOUR PROGRAM?Attitudes and Beliefs

What HurtsAsking questions that convey “there is something wrong with the person.”Regarding a person’s difficulties only as symptoms of a mental health, substance use or medical problem

www.TheNationalCouncil.org

What HelpsAsking questions for the purpose of understanding what harmful events may contribute to current problems.Recognizing that symptoms may be a person’s way of coping with trauma or are adaptations.

WHAT DOES THIS MEAN FOR MY SCHOOL?

Think about each of the categories: What changes could you make in each area to meet student needs?

Relationships

Physical Environment

Policies and Procedures

Attitudes and Beliefs

QUESTIONS?RJOHNSON@MORE-EMPOWERMENT.ORGSSPANDL@MORE-EMPOWERMENT.ORG