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Tag Archives: self-regulation

Trauma-Sensitive Schools: A Framework for Building Children’s Resilience

01 Friday Apr 2016

Posted by Susan E. Craig in Childhood Behavior, Overcoming trauma, tiered intervention, trauma sensitive schools, Uncategorized

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Child Abuse Prevention Month, Early Trauma Hstory, Echo Parenting and Education, re-enactment, resilience, self-regulation, trauma sensitive schools, trauma-sensitive interventions

DSC08372On March 16, 2016 I had the opportunity of participating in the Echo Parenting and Education Conference on Trauma-Sensitive Schools. It was the first international conference of its kind, attracting close to 300 participants. As we begin Child Abuse Awareness Month, I would like to share excerpts from my presentation.

Trauma-Sensitive Schools: Teaming Up to Move Along

“What a wonderful event – a conference on childhood trauma for educators! I want you to know that there is so  much to be hopeful about.

We now know that the brain’s neuroplasticity can be engaged to remedy or compensate for earlier adaptions to trauma that are no longer productive or beneficial. Brain based teaching and trauma-sensitive school experiences can help children move beyond trauma to embrace a future that includes academic and social mastery.

So what is the vision of a trauma-sensitive school? What makes trauma-sensitive schools so powerful in helping children move forward?

To be sure, they are inclusive school communities – no one needs to worry about not being good enough. They are communities characterized by what Carl Rogers referred to as unconditional positive regard.

One of the most devastating effects of childhood trauma is the paralyzing sense of isolation that accompanies it. Traumatized children are lonely children. They are alone in their shame, alone in their belief that they unlovable, alone in their efforts to contain very frightening feelings that cause them to behave in unpredictable ways. Trauma-sensitive schools embrace these children, and help build their capacity to connect with others.

Trauma-sensitive schools view children’s sometimes difficult behaviors as normal reactions to the adversity and trauma present in their lives. Staff don’t pathologize these behaviors but rather seek to understand them. I cannot emphasize this enough. Trauma-sensitive schools are not special placements.

They are neighborhood schools that follow the principles of universal curriculum design.

Using prevalence data, staff assume that a percentage of enrolled children have trauma histories. And they act accordingly. They build trauma-informed practices into everyday instructional routines throughout the school.

The trauma-sensitive framework does not subscribe to earlier paradigms for providing services to at risk children. Children do not need to be singled out to get what they need.

Rather, trauma-informed care is the norm. It is at the heart of the school’s philosophy, code of conduct, classroom behavior management.

A basic tenet of trauma-sensitive care is to avoid re-traumatization. We need to recognize that past efforts to address the needs of behaviorally disordered children have, in fact, been stigmatizing and sometimes coercive. We cannot afford to repeat these mistakes. Trauma-sensitive instruction cannot become a new category of special education provided only after an arduous identification process. It must be available to all children, all of the time.

That being said, trauma-sensitive schools do provide a flexible system of tiered interventions. Like PBIS, the first tier are universal supports that are sufficient to meet the emotional and cognitive needs of most children. But there may be days or weeks when these supports are not enough for some children to continue to succeed. More targeted interventions may be needed to help a child survive a crisis or other short-term problem. But I cannot stress enough the need for these interventions to be  short-lived, and always with the goal of an eventual return to everyday activities and routines.

A new paradigm of professional development is needed to sustain this type of nurturing environment for traumatized children – one focuses on increasing staff awareness of the long-term disruption of cognitive, social, and emotional processes that may result from trauma exposure.

Educators cannot be expected to respond to children in a trauma-sensitive manner if they are not provided with state of the art training on how trauma effects neural development.

The goal is not to turn teachers into social workers or school psychologists. Rather, it is to give them the insights needed to prepare for occurrences of trauma related behaviors. Only then will they be able to respond in a manner that promotes resilience and rehabilitation.

The first priority is to integrate an awareness of the neurobiology of trauma into an educational framework. In particular, teachers need to understand the dynamics of traumatic re-enactment, and the effects of trauma on children’s regulatory systems.

Dynamics of Re-enactment

Teachers need to understand that children’s compulsive need for re-enactment jeopardizes teacher-student relationships. The drive toward re-enactment is like a rip tide that threatens to bring both child and teacher down. Here’s how it works. The child is always on the lookout for a parental figure, an authority figure to engage in his ongoing struggle to replay past traumatic experiences with him, with the hope they might have a different outcome.

Of course, none of this is conscious, but it is the basis for much of the provocative behavior demonstrated by traumatized children. Unless teachers are trained to recognize these behaviors as bids for re-enactment, they can get pulled into the undertow in one of two ways: by acting out of anger or by feeling victimized by the child’s rage. In either case, the child’s behavior will escalate and feel even more out of control.

Stress and Self-regulation

Teachers need to recognize trauma’s effect on children’s stress regulation. A whole host of behaviors ranging from low energy and lack of motivation to aggression and defiance, can be attributed to traumatized children’s inability to find and sustain a comfortable level of arousal. It’s the old “fight, flight, or freeze” problem. Children who “fight” in stressful situations become hyper aroused under stress. In a classroom environment they are likely to be defiant, noisy, and capable of prolonged acting out behavior. They are hard to manage and not much fun to have around.

Children who demonstrate “freeze or flee” behaviors downshift when their stress level becomes intolerable. They become hypo aroused, as indicated by their zoned out behavior. They appear unmotivated, disinterested, and may even fall asleep.

Now understand that we all have our own moments of “fight, flight, or freeze”. But these are quite different from the dysregulation experienced by children with early trauma histories. For one thing, ours are transitory – we know that “this too shall pass” and if we’re old enough, we even know ways of speeding up the process – taking a walk, calling a friend, taking a few deep breaths.

Not so for children with early trauma histories. Remember, trauma is the island where time stands still. Traumatized children see no way out. They can’t heal alone. They need our help.

Staff in trauma-sensitive schools know this, and with proper training, are able to engage children in a type of co-regulation similar to that observed in secure attachment relationships.

But here’s the rub. As Bessel van der Kolk and Bruce Perry so eloquently describe it, this is not a higher order thinking exercise. Rather, this co-regulatory relationship between teachers and students is sensory. Teachers in trauma-sensitive schools are trained to understand the physical nature of trauma. This knowledge enables them to integrate soothing, sensory activities into classroom instruction. Repeated often enough, these help children identify their internal state, and eventually, learn to control it.

We are  talking about activities that have  been understood as instructional best practices for years – things like movement, deep breathing, music, stretching, and frequent opportunities for self-reflection.

But integration of the sensory aspects of co-regulation into classroom instruction does appear to a place where trauma-sensitive schools break from their more traditional counterparts.

Certainly since the advent of “zero tolerance” policies, children are assumed to always be in control of their behavior, and it’s their choice to behave in defiant, self-destructive ways.

Nothing could be further from the truth in regard to children with early trauma histories. It’s not that they don’t know the difference between right and wrong. It’s that their behavior is reactive. They act before they think. They are stuck in survival mode, and can’t find a way out. And that’s where trauma-sensitive teaching comes in. It’s the means by which teachers and children working together create an exit ramp “.

To read more about the trauma-sensitive school movement, see Trauma-Sensitive Schools: Learning Communities Transforming Children’s Lives (2016). Available at Teachers College Press of http://www.amazon.com.

To learn more about Echo Parenting and Education, see www.echoparenting.org/who-we-are/contact–us

Please visit my blog at http://www.meltdownstomastery.wordpress.com

 

 

 

 

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Do-overs

17 Monday Nov 2014

Posted by Susan E. Craig in Childhood Behavior, children's mental health, Overcoming trauma, trauma sensitive schools

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Emotional Intelligence, Reconciliation, Relationship Repair, self-regulation, Social Awareness

Broken relationship can't be restore easilyThe Thanksgiving holidays are almost here. For many families it’s a celebratory time- a chance to catch up with siblings and old friends. Others approach the season with a sense of dread – dread of sharing a table with relatives with whom past grievances or unresolved differences are all they have in common.

What makes it so difficult for some people to “forgive and forget?” While temperament and experiences play a role, it is also true that some people never learn to “do-over” relationship mishaps.  They are ill-equipped to recognize when relationships are wobbling, reconcile differences with others, or repair the damage done by hurtful words or deeds.  A failure to learn these important aspects of self-regulation have long lasting consequences for the quality of children’s future relationships.

Recognize

Patching up relationships starts with an ability to pick up on another’s body language and facial expression. Culture plays a role in how these are interpreted. Some cultures define direct eye contact as a sign of respect, while others perceive the same behavior as defiant. Stories and dramatic play help children discover various interpretations of similar gestures, or mannerisms.

As children grow to realize that similar experiences can trigger different reactions in themselves and others, they benefit from learning how to check in with others before blurting out their own opinions. They can also be taught to express themselves in a manner that leaves space for disagreement and/or further conversation.

Nurturing children’s social awareness or emotional intelligence heightens their attentiveness to subtle shifts in another’s mood or bearing that signals a misunderstanding or hurt feelings. They can check in before things get out of control.

Reconcile

Teaching children how to reconcile differences requires giving them strategies they can use to resolve conflicts. They need to learn the fine art of compromise, and be able to clarify misunderstandings in a fair, respectful manner. These include using “I” statements to avoid blaming others, generating alternative solutions to problems, and seeking the help of a mediating third party when they are unable to resolve a situation on their own.

Repair

While social awareness and an ability to resolve conflicts go a long way in avoiding relationship errors, mistakes happen. And they should not be ignored, or thoughtlessly dismissed with a perfunctory apology. True relationship repair requires the offending party to somehow fix what’s been broken – clean up the mess, provide a replacement, give something of themselves to make amends.

Children with early trauma histories struggle with the concept of relationship repair. Experience has taught them that mistakes destroy relationships. Teaching them to believe in the restorative nature of a relational “do-over” is an important step in helping them heal the past, and keep moving forward.

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Substituting Compassion for Retribution

07 Monday Apr 2014

Posted by Susan E. Craig in Childhood Behavior

≈ 1 Comment

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Association Modeste et Innocent, corporal punishment, Parenting Without Punishment, Pieter Hugo, Rwanda, self-regulation, Stop the Spanking Challenge

sad daughter hugging his motherThe struggle between compassion and retribution is a familiar one. Many find it difficult to abandon the Old Testament adage about “an eye for an eye, a tooth for a tooth”. Getting even or making someone pay for real or imagined offenses justifies a broad range of behaviors that include corporal punishment of children and harsh imprisonment of those who break the law.

In sharp contrast to this perception of justice are restorative practices employed by the Association Modeste et Innocent (AMI), a non-profit organization working in Rwanda to repair relationships between the Hutus and Tutsis. Two decades after the conflict between these tribes killed nearly a million people, counselors work with perpetrators and survivors to forge new bonds of forgiveness and community.

Closer to home, the organization Parenting Beyond Punishment encourages caregivers to take a restorative approach to child rearing. Information provided through its Stop the Spanking Challenge helps readers move beyond corporal punishment to new ways of helping children regulate their feelings and behavior.

The recommended strategies are relationship based, with gentle reminders of the role adults play in helping children learn to tolerate strong emotions. Some emphasize the need for collaborative partnerships with children. Others stress the need for self-care and what one author calls a “detached willingness”- to stay connected, to confidently address troublesome behaviors, and move beyond the need to seek retribution.

Caregivers are encouraged to foster a healthy curiosity about why children behave in ways that harm themselves or others. This enables them to work with youngsters to repair any damage caused by their misbehavior, and to prevent similar problems in the future.

Harsh, punitive disciplinary techniques jeopardize children’s ability to achieve academic and social competence. Replacing them with more compassionate, conciliatory methods is not about benevolence. It’s about survival.

  • Learn more about the Stop the Spanking Challenge at http://stopspanking.org/3434-2/
  • View Pieter Hugo’s photographs of participants in the AMI project in the NYT Magazine, April 6, 2014

 

Leave comments at http://www.meltdownstomastery.wordpress.com

 

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Hello Kitty Has No Mouth!

15 Tuesday Oct 2013

Posted by Susan E. Craig in Language Development, social communication, Uncategorized

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Hello Kitty, language development, listening, neural pathways, self-regulation

Hello Kitty
According to her creator Hello Kitty doesn’t need a mouth because she prefers to speak from the heart. No wonder she’s so popular!

Different hearts speak in different ways – art, music, literature. Even home cooked food. Some expressions of the heart require special talent. Others are more universal. Listening is one of the latter. Anyone can learn to do it. All it takes are time and practice.

And the rewards are worth the effort. Everyone loves a good listener. They’re a welcome addition to any group.

Children’s survival depends on their access to good listeners. So does the architecture of their brain.

When caregivers listen to children and engage them in conversation, they strengthen the neural pathways needed for language and self-regulation. They reinforce the powerful relationship between words and behavior, and enable children to move beyond the tyranny of their impulses and emotions.

Listening sends children important heart-felt messages. They learn that they are valued and accepted for who they are. They learn that others hear their point of view, and appreciate how they arrived at it. They come to understand that others see their ability and effort. They are not alone.

So maybe Hello Kitty is on to something. Relationships are less about what’s said and more about what the heart is willing to hear.

Leave a comment at http://www.meltdownstomaastery.wordpress.com

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Rhythm and Emotional Control

23 Monday Sep 2013

Posted by Susan E. Craig in Childhood Behavior, children's mental health, stress management, trauma sensitive schools, Uncategorized

≈ 1 Comment

Tags

Bruce Perry, de-escalate, emotional control, rhythm, self-regulation, stress management

Little girl in rocking chairEver wonder why rockers and swings are so popular with children? Or why music really can “calm the savage beast’? It’s because the brain needs rhythm for emotional control. Well balanced, “Steady Eddie” people may seem to be impervious to stress, but the truth is, they just have better rhythm. They know how to harness the power of patterned motor movement to regulate the sensory networks of the lower brain. As a result, they maintain a comfortable level of arousal, even when faced with challenging or difficult situations.

This mind-body connection is an important one to teach children. No amount of verbal argument or contingency reinforcement can control the subcortical structures that trigger the “fight, flight, freeze” response. They can only be managed through rhythmic movements like walking, dancing, drumming, singing, or meditative breathing.

So the next time you’re trying to de-escalate an angry child or calm an anxious, tearful one, try humming a soothing melody, or taking slow deep breaths. The rhythmic nature of these activities will speak directly to the sensory networks of the child’s brain, and return them to a more tolerable level of arousal. Once the child is feeling better, point out how calming repetitive movements can be. Encourage them to pick one to use whenever they feel stressed or out of control.

[For more information about using repetitive motor movements to foster self-regulation check out Bruce Perry’s March 8, 2013 presentation at UCLA’s “How People Change” conference.]

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Welcoming the Class of 2025

21 Wednesday Aug 2013

Posted by Susan E. Craig in Childhood Behavior, children's mental health, Overcoming trauma, trauma sensitive schools, Uncategorized

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adversity, Becky Bailey, dialogic reading, differentiated instruction, hyperarousal, plasticity, self-regulation, trauma sensitive schools

Scuola Bus-School Bus-Autobus école

It’s that time of year again. The long awaited first day of school. Five year olds everywhere are bracing themselves for their new lives as students. Most of them are well prepared for school. Others are not. Although they all have the same dreams, many face greater challenges as they strive for academic and social competence.

Insuring success for all requires schools to take a hard look at the adversity faced by many children, and create classroom environments to meet their needs. A good place to start is with professional development. The more teachers and administrators know about the brain’s plasticity, the easier it will be for them to interact with students in a manner that “trains the brain” to override the impulsivity of the limbic system, and rely more on higher order thinking.

Overriding the impulsivity of the limbic system is never easy, especially for children who suffer from a state of hyper-arousal caused by changes in their brain’s architecture brought on by stress. A trauma-sensitive approach to their instruction includes frequent reassurances about their safety, predictable routines, clear rules, and dependable support.

Use of instructional designs like differentiated instruction and dialogic reading are other ways to foster a trauma-sensitive approach. Both encourage meaningful conversation, choice-making and self-reflection- all important for strengthening the neural pathways required for problem-solving and self-regulation.

Like all good teaching, trauma-sensitive instruction relies on the relationships adults create with children. Staff working with traumatized children need good self-monitoring skills themselves, as well as a willingness to do what it takes to remain calm and emotionally available.

For more on this topic, check out Becky Bailey’s website http://www.consciousdiscipline.com

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National Children’s Mental Health Awareness Day

09 Thursday May 2013

Posted by Susan E. Craig in ACE Study, CEV, child abuse prevention week, Childhood Behavior, children's mental health, National Children's Mental Health Awareness Day, Overcoming trauma, trauma sensitive schools, Uncategorized

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adverse childhood experiences, early trauma histories, friendship, meaningful service, menal health, National Children's Mental Health Awareness Day, play skills, problem solving, self-regulation, service learning

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Today is Children’s Mental Health Awareness Day. It draws attention to an important topic. Approximately one in five children in the United States have a diagnosable mental health illness. Serious in itself, but even more so if you consider that half of all lifetime disorders begin by age fourteen. The dropout rate for students with mental illnesses is 50% – higher than any other type of disability. As a result, they are often unemployed, homeless, and seriously at risk for suicide, delinquency, and substance abuse.

There are strong correlations between high rates of adverse childhood experiences and subsequent mental illness. But there is also support for the idea that children can be taught strategies that buffer the negative effects of early trauma, thereby preventing lifetime disorders. Learning to regulate feelings and behavior is high on the list. But there are some others you may not have thought about. Each one can contribute to children’s mental health and well-being.

Service Learning

Children with early trauma histories often have a hard time seeing any meaning to their lives. Their inability to control their life circumstances leaves them feeling out of control. They are tempted to withdraw or use substances to avoid their anger, shame, and loss.

Opportunities to provide meaningful service to others helps them reconnect. Caring for others taps into children’s altruism, making them aware of their ability to respond to others in kind, respectful ways.

Service learning fosters children’s sense of purpose and efficacy as they observe the impact of their good deeds on other people’s lives. It helps them mobilize their inner resources to turn toward the future, trying new roles and practicing new behaviors.

Problem-solving

Problem-solving is a quagmire for children with high rates of adverse childhood experiences. Past experiences with inconsistent caregivers and unpredictable routines impair their ability to order things sequentially or to use sequential steps to resolve a dispute. They find it difficult to shift their attention or hold more than one perspective on a problem.

Children’s problem solving skills improve when adults use the same vocabulary to talk about all sorts of problems- social or academic. First, DEFINE what the problem is- put it in words and write it down you can refer back to it if the conversation gets off track. Next, DECIDE what needs to happen to solve the problem. This involves predicting possible outcomes for alternative solutions. DETERMINE what resources are needed. And finally. SOLVE the problem using the agreed upon strategies. MONITOR progress to ensure that the desired outcome is achieved.

Finding Friends

Children with early histories of adversity or trauma often find themselves excluded from the friendship circle of their peers. Some are left out because their aggressive behavior is seen as threatening or out of control. Others who appear withdrawn or disinterested are viewed as socially inept and are seldom included in games or activities. In both cases, repeated experiences of peer rejection reinforce these children’s self-perception as intrinsically bad.

Fostering friendships among children with early trauma histories and their peers requires adult mediation. Direct instruction is required on how to be a friend, as well as how to manage conflict, and repair misunderstandings as they occur.

Many children with early trauma histories have limited play skills that further exacerbates the social distance between them and their peers. Teach them how to play age-appropriate games. Provide them with opportunities learn the rules and practice popular team sports. These simple strategies can go a long way in increasing children’s ability to form and sustain friendships – an important resource for lifelong mental health.

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The Problem with Rewards

11 Thursday Apr 2013

Posted by Susan E. Craig in CEV, Childhood Behavior, children's mental health, trauma sensitive schools, Uncategorized

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behavior, behavior management, classroom management, junvenile deliquent, relationshps, rewards, Ross Greene, school failure, self-regulation, substance abuse

Earn Rewards! Blue star buttonBehavior management is always a hot topic among adults who live or work with children. So many theories. So many opinions about the best way to proceed. But here’s the problem. While most are well intended, many don’t work.

Rewards are a good example. They may produce short-term compliance. But they do little to increase children’s ability to regulate or change their behavior.

Why? Because they are based on faulty logic. As Ross Greene likes to say “children do well when they can”.(www.livesinthebalance.org). Nothing is more satisfying to children than the sense of mastery that comes from self–regulation. It helps them reach their goals and “control their destiny.” If the environment is set for success, there is no need for additional reinforcement.

Here’s another problem with rewards. They assume that children understand cause and effect relationships. Many don’t. Repeated experiences of inconsistent care or unpredictable outcomes make it difficult for them to relate behavior to its consequences. They think that rewards and punishments depend more on an adult’s mood than on their effort.

Which is perhaps the most negative effect of rewards. They teach children to look outside themselves for affirmation. This external “locus of control” puts children at risk for a variety of social problems: substance abuse, delinquency, school failure.

Good behavior management encourages children to think for themselves.  It focuses on relationships that nurture children and teach them social skills. Relationships that foster strong alliances between children and emotionally available adults. For most children that’s all the reward they need.

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