From the Research to the Classroom – How to Build Resilience in Children

Center for Great Expectations3rd Annual Trauma at the Core Conference

December 6, 2019Jeff Segal, Psy.D.

Today’s Agenda Activity Introduction to resilience strategies Discussion on specific strategies that can be

incorporated with children at different developmental levels

Various traumatization and how trauma impacts school personnel

Synthesis of resilience materials and future directions for intervention

Utilizing a cultural lens in building resilience Top 10 Takeaways Questions & Answers

Activity

Let’s name the doll Try to imagine that it is a real child. We’re going to use the doll to talk about

violent situations that hurt young children and its consequences.

What are some abusive, traumatic situations words or things that hurt children?

How can we help the child heal from or deal with the traumatic experience?

How can we help the child feel safe and loved?

How has the doll changed since the beginning of the activity?

What are the messages that you realized from the activity?

Resilience and Schools

Resilience is about the process of “becoming” and when children believe that they are worthy and capable of overcoming challenges.

How can they learn this in schools? Teachers, school psychologists, counselors

and other school personnel can teach students how to become more resilient.

Early educational experiences can shape a student’s life for a lifetime.

For some children and adolescents, trauma –events that challenge an individual’s sense for physical, emotional, social and moral safety – often create alterations in their sense of self that can make opening to the benefits of the school environment quite difficult.

Do Children Need To Experience Adversity to Build Resilience? Children from any background can

experience adversity. It’s necessary to build children’s resilience

through universal interventions.

Should We Build Resilience or Prevent Adversity? While it’s preferable, in theory to prevent or

remove adversities that are detrimental to children’s development – not always possible.

Therefore, we need to seek ways to build children’s resilience while also addressing the source of adversity where possible.

It’s easier to build resilience than to prevent adversity.

Fostering Resiliency (Wolpow et al. (2016) Unconditional positive regard in a safe and

caring environment Always empower, never disempower

Assert appropriate boundaries, but do not be punitive or controlling

Peer support Consistency, boundaries, calm, respectful

Resilience - The Film

When the cause of the terror is the parent figure – the child has nowhere to turn.

Attachment research reveals that such a “fear without solution” can lead to a fragmentation of the mind – dissociation.

If a teacher or other school personnel is uninformed by the inner processes of trauma, outer actions of a child may be baffling, irritating and as a consequence, can lead to frustrated communications with a student that reinforce the child’s experience of being misunderstood, or worse, disrespected or disregarded.

This cycle can be stopped by an informed school personnel and a trauma sensitive school climate and classroom.

Promoting trauma-sensitive school approaches has the greatest potential to positively impact all students, regardless of trauma history.

When schools are trauma-informed, students cultivate lasting resilience, which leads to: Significant improvements in behavior Few suspensions Fewer expulsions Significant improvements in academic

achievement

The National Association of School Psychologists has pointed out that trauma informed schools promote: Feelings of physical, social and emotional

safety in children A shared understanding among staff about the

impact of trauma and adversity on students Positive and culturally responsive discipline

policies and practices Access to comprehensive school mental and

behavioral health services Effective community collaboration

National Child Traumatic Stress Network (NCTSN) Per NCTSN – “4 Rs” that should be present in

any trauma-informed system: Realize both the widespread effects of trauma

and the many pathways to recovery Recognize the signs and symptoms of trauma Respond with a trauma-informed approach

that’s integrated into every aspect of the system in which you are working

Resist re-traumatization by reducing the likelihood of triggers

Getting Started With Trauma-Informed Practices

September 11: Trauma and Human Bonds – Coates, Rosenthal & Schechter (2003). Trauma and human relatedness viewed as

inversely related terms. Greater strength of human bonds that

connect an individual to others and the more those bonds are accessible in times of danger, the less likely it is that an individual will be severely traumatized and the more likely that he or she may recover afterward.

There is a limit when even the most securely related individual will be overwhelmed by a threat that is too massive to be borne.

Importance of human connection as a protection against later trauma and as a means of healing afterward seems so obvious and straightforward an observation of human nature that one might suppose that teachers and clinicians have always known this. They have – but not with clarity.

Through Our Eyes: Children, Violence, and Trauma—Introduction

Recognizing Trauma in the Classroom Educators, school psychologists, school

counselors and other school personnel are in the ideal position to observe behaviors and emotions that may result from childhood trauma and may be the only adults present consistently enough in a child’s life to distinguish trauma-related changes from the child’s normal disposition.

Childhood trauma may cause several realms of the child’s school life to be affected, including: Interpersonal communication skills Peer relationships Academic achievement

Children may be more comfortable receiving help from familiar faces and safe environments.

Educators and other school personnel are at the forefront of identifying and contributing to the treatment of childhood trauma.

Childhood Trauma Symptoms

Physical Symptoms Stomachaches and headaches Appearing overly alert or hyper-vigilant Sleep disorders Recurring nightmares Sudden weight changes Heightened startle reaction

Behavioral Symptoms For younger students

Regression and changes in play behaviors Restriction of play Repetitive play Replaying the traumatic event

For older students Socially isolating themselves through withdrawal

or avoidance Increase or decrease in talkativeness Increase in risk taking behaviors

Emotional Symptoms Abundance of emotion – although expression

of that emotion will differ from one child to another

Difficulty regulating emotions Feeling easily angered or irritable Depression Intense fear Feelings of helplessness Distrust of others Lack of self confidence

Cognitive Symptoms Most difficult to discern Inability to focus in school Poor skill development Flashbacks of the trauma Dissociation Changes attitudes about humanity, aspects of

life and their own future

The Impact of a Traumatic Event Depends On:1. Age and

developmental stage

2. Perception of the danger faced

3. Victim or witness4. Relationship to the

victim or perpetrator

5. Past experience with trauma

6. Adversities faced following the trauma

7. Presence/availability of adults who can offer help and protection

The Science of Resilience

Key Aspects of Resilience

Positive relationships – the most important factor

The ability to make plans and take action to solve problems

The capacity to manage difficult emotions –self regulation and mindfulness

Effective communication skills

What Schools Can Do To Build Resilience in Children What teachers can do What clinicians can do What schools can do

Education Speaker Paul Tough: You Can’t Teach Grit. But You Can Make Kids Act Gritty.

Camille Farrington – 4 Messages

1. “I belong in this academic community”2. “My ability grows with my effort”3. “I can succeed at this”4. “My work has value”

Trauma Exposed Students:

Are easily triggered May be disengaged May be disruptive Have a poor

attendance Have a downward

slope of failure

Seem disconnected and withdrawn

Feel hopeless

How many people have received training on working with children who have been traumatized?

Trauma Informed Education to Enhance Resilience – What Teachers Can Do Develop positive relationships between

students and faculty Critical to help students impacted by trauma

feel safe and trusting where possible School personnel may be the only people who

help these students learn what a healthy, supportive relationship looks like

Building relational trust Smiling Sharing parts of your life with your students Getting to know your students as individuals Using yourself as a role model of a reliable

and regulated adult

Positive physical space Physical layout and look of your classroom,

halls and offices can be used to build positive emotions

Putting up positive visuals and quotes can inspire creative thinking and teamwork in students

Provide consistency and structure Clear agenda for the day’s learning

Compassionate Communication-Tone of Voice and Body Language Traditional Response

“It’s not that difficult”

“You’re 10 now, learn to deal with life”

You should have never acted like that”

“You need to be responsible”

Compassionate Response

“I need to know how hard this is for you”

“What is it you need help with”

“Sometimes life just gets too big, doesn’t it”

“I’m sorry this is so hard”

Adding Mindfulness to The Classroom Mindfulness – how to be present in the

moment Mindfulness education – lessons on

techniques to calm the mind and body – can reduce the negative effects of stress and increase students’ ability to stay engaged, helping them stay on track academically and avoid behavior problems

In order for mindfulness to work, make time for staff and students to learn about the theory and science behind mindfulness so students know how to talk about mindfulness and understand its purpose

Creating consistent space for mindfulness practice – like guided meditations – and theory in the school day can positively affect the entire school culture, emphasizing acceptance, self-care and empathy

Important to provide teachers dedicated time to engage in mindfulness practice themselves In order for students to read benefits, teachers

also need time and support adopting it Research has also shown mindfulness to be

helpful to teachers, improving their own emotional wellbeing, helping them understand student perspective and feeing them up to be more effective in the classroom

Ways To Ensure Your Mindfulness Teaching Practice Is Trauma-Informed

Students may have experience trauma that makes sitting silently with their eyes close feel threatening and teachers can’t assume it will be an easy practice for every child

If you incorporate mindfulness into the classroom, it can bring up uncomfortable feelings and layered on top of existing trauma can be frightening or psychologically dysregulating

No one should be forced to close their eyes or sit in a certain way

Important to build relational mindfulness Discuss and develop group norms or

agreements with students Check in with students and ask them if they

are feeling safe and trust in the room May need to do trust games and icebreakers

before doing mindfulness

Two Distinct Approaches to Building Resilience Everyday strategies

Incorporated into routine practice and service delivery and designed to be used whenever an appropriate opportunity arises

These strategies rely on the same skills you might use every day when working with children

Structured resilience strategies Intervention specific training and are often

accompanied by a guide or manual These interventions differ from everyday

strategies as they are delivered over a specific period of time

Everyday Strategies to Build Children’s Resilience Teach children about the meaning of

resilience Explain in simple terms using everyday

language Remind children that it’s OK for them to ask

for support Brainstorm with them about where and who

they can go to when they need support Talk to children about when they might need

support, as when something bad happens, when they’re going through a difficult time

Provide children opportunities to practice empathy Read age-appropriate stories and books to

children about people having a difficult time, ask them how they would fee if they were experiencing the same things as the character

Magination Press Children's Books Be sure to include stories and books about a

diverse range of cultural backgrounds and people with disabilities

Structured Resilience Interventions

What Works Clearinghouse Reviews existing research on different

programs in education High quality research to answer the question

“what works in education” Infoaboutkids.org

Collaboration of the Consortium for Science-Based Information on Children, Youth and Families

Collaborative for Academic, Social and Emotional Learning (CASEL) High quality, evidence-based social and

emotional learning (SEL) Penn Resilience Program and Perma

Workshops Evidence-based programs that have been

demonstrated to build resilience, well-being and optimism

Trauma Informed Education to Enhance Resilience – What Clinicians Can Do Reach out to students Validate, validate, validate “I hear you” and

If you are a counselor, rather than waiting for the student to seek you out, reach out to them

Use a strength based approach – identify examples of resilience in what they have done or already doing

Children are often told what they are doing wrong, rather than what they are doing right Affirmations Catch them being “good” Teach self-regulation skills

Give opportunities to help others, teach empathy

Dr Daniel Siegel presenting a Hand Model of the Brain

Trauma Informed Education to Enhance Resilience – What Schools Can Do No single skill or capacity for building

resilience Need to take an approach that focuses on

different levels including the individual child and building a supportive environment

Integrate Social Emotional Learning into the School and Classroom According to the Collaborative of Academic,

Social and Emotional Learning (CASEL) –SEL is the process through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions.”

What is SEL?

Educate and support all levels of school personnel Administrative staff Teachers Paraprofessionals Lunch & playground aides Maintenance staff Bus drivers

What Builds Resiliency

Close relationships with family, friends

Positive view of yourself, confidence in your abilities

Ability to manage strong feelings and impulses

Good problem solving and communication skills

Feeling in control

Seeking help and resources

Seeing yourself as resilient (not as a victim)

Coping with stress in healthy ways

Helping others Finding positive

meaning in your life despite difficult events

Trauma Informed School Staffs

Understand that causes and effects of trauma on students

Understand the potential to re-traumatize individuals IF: Interventions and interactions ARE NOT

sensitive to their experience or needs Create a culture that builds community

Trauma Informed Schools

Foster positive school climate and classroom design

Build relationships Build social competence Use restorative practices Build resiliency Move toward compassionate discipline

Connect with the main stakeholders School board members Have children educate the school members

about resilience

Restorative PracticesRestorative Justice

Enhancing Resilience Through A Cultural Lens What is cultural humility?

A lifelong practice of self-reflection and self-critique; understanding how one’s own culture influences our interactions with others.

Cultural Competence vs. Cultural HumilityCompetency Knowledge and training The idea that one can

become “competent” in other cultures

Based on academic knowledge rather than lived experience

Promotes skill building and working toward an end goal

Supports the myth that culture does not change or evolve

Humility Introspective and co-

learning The idea of learning with

and from clients No end goal or end result Encourages lifelong

learning with an appreciation of the journey

Attempts to diminish power dynamics between advocate and survivors

Practicing Cultural Humility

Cultural humility is not about having a “checklist of facts” about other cultures

Instead focuses on self-reflection and self-critique

Important to ask oneself: “What is my worldview and how may it be

different from my student’s/client’s?” Develop an appreciation for different points of

view

Open Mind, Compassion and Sincerity There is no cultural encyclopedia of rigid

“do’s” and “don’ts” Avoid stereotypes Compassion and sincerity goes a long way Be aware of your own judgments about

cultural practices and don’t minimize cultural experiences

Culturally-Sensitive Trauma-Informed Care The capacity for educators and mental health

professionals to effectively provide trauma-informed assessment and intervention that acknowledges, respects and integrates students/clients families’ cultural values, beliefs and practices.

Vicarious Traumatization (VT)

VT is a transformation in the self of a trauma worker or helper that results from empathic engagement with traumatized clients and their reports of traumatic experiences.

It is a special form of countertransference stimulated by exposure to the client’s traumatic material.

The Importance of Self-Care

How many people received training on self care?

Compassion Fatigue/VT

Compassion fatigue is the physical and mental exhaustion and emotional withdrawal professionals experience when working with distressed children, adults or families over an extended period of time.

Addressing Vicarious Trauma in Victim Service Professionals

Vicarious Trauma Toolkit

Compassion Fatigue Awareness Project -Self Test

Research about compassion fatigue as it relates to educators is not keeping pace with the increasing stress of our professional responsibilities.

Professional development for teachers tends to focus on what to do for students.

Often the addition of a SEL curriculum does not include training with examining the needs of the employees first.

Professional development for teaching in the new normal must include strategies for self-care and ways to mitigate compassion fatigue or burnout.

Educators – and all of us in the helping profession – begin their careers with compassionate ideals – they want to make a difference in the lives of their students/clients.

Helping the helpers keep breathing life-sustaining oxygen throughout their careers is aiding them to build and maintain a healthy statis.

“…there is such terrible darkness within me, as if everything was dead…the silence and the emptiness is so great that I look and do not see, listen and do not hear…no faith, no love, no zeal…the saving of souls holds no attraction…heaven means nothing…what do I labor for…where is my faith…I no longer pray…what hypocrisy…”

When educators are suffering from compassion fatigue, they avoid student contact and become cynical toward colleagues, parents and students. They can say things about their students’ and

parents’ problems that lack empathy and use sarcasm as a form of humor.

Distance themselves emotionally from coworkers and friends.

What Professionals Can Do to Combat VT and Compassion Fatigue Get training in trauma informed care. Be aware of your own trauma history as you

work with children and teens who have been traumatized. Be aware of your own triggers and mindful of

the impact your personal life experiences have had on you.

Find other professionals who are working with trauma and be part of a group to support one another.

Remain calm in tense situations takes practice. Use mindfulness techniques, relaxation

breathing and other techniques to help self-regulate.

Social-emotional needs are equally important for school staff as they are for students.

Romero, Robertson & Warner (2018). – 3Rs: Retreat – What am I feeling? Reflect – Why am I feeling this way? Review – How must I respond so as not to

hurt someone’s feelings?

Top 10 Take-A-Aways

10. Resiliency can be taught in schools9. Seek out professional development

opportunities on trauma informed care.8. When doing trauma informed care –

important to look through a cultural lens.7. Early educational experiences can shape a

student’s life for a lifetime6. Promoting trauma-sensitive school

approaches has the greatest potential to positively impact all students, regardless of trauma history

5. You can build resilience using everyday activities

4. Use Dr. Daniel Siegel’s Hand Model of the Brain to explain dysregulation to children

3. The impact of trauma on the child depends on many factors

2. Even Mother Theresa struggled…..1. Be on the lookout for compassion fatigue

and take care of yourself!