improving reading performance for students living with abuse or neglect robert hull...
TRANSCRIPT
1
STATE OF MARYLAND INTERNATIONAL READING
ASSOCIATION ANNUAL CONFERENCE
THE JOURNEY BEGINS WITH LITERACY
Improving Reading Performance for Students
Living with Abuse or Neglect Robert Hull
2
3
Supporting and Educating Traumatized Students
A collection of chapters that address educating students with a history of trauma
Includes chapters on Homelessness, Refugees, Living with substance abusing parents and many other sources of childhood trauma.
Written by a collection of experts in trauma, agency administrators and teachers just like you.
Written for teachers to assist with teaching. Published by Oxford University Press Bibliography of children’s literature.
4
Adverse Childhood Experiences
1.Child physical abuse 2.Child sexual abuse3.Child emotional abuse4.Neglect5.Mentally ill, depressed, or suicidal person in the home6.Drug addicted or alcoholic family member7.Witnessing domestic violence against the mother8.Loss of a parent to death or abandonment, including abandonment by parental divorce9.Incarceration of any family member.
ACEs in WASHINGTON SCHOOLS – SOPHOMORES AND SENIORS(2010)
6
Maryland Adverse ExperiencesEvery classroom is impacted!!
http://childhealthdata.org/browse/survey/results?q=2614&a=4577&r=22&g=458
Poverty Level
No adverse family
experiences
One adverse family
experience
Two or more adverse family experiences
Less than 100% of Poverty Level
35% 31% 34%
100-200 % 50% 25% 25%
200-400% 50% 25% 25%
400% + 73% 17% 10%
7
Maryland Adverse Experienceshttp://childhealthdata.org/browse/survey/results?q=2614&a=4577&r=22&g=458
Age No adverse family
experiences
One adverse family
experience
Two or more adverse family experiences
0-5 years 70% 18% 12%
6-11 54% 28% 18%
12-17 52% 20% 28%
Reading Goals
How do you embed motivation, concentration, “personal” problem solving and using personal experience into reading goals for students with a trauma history?
9
Kurt Vonnegut’s Rejected Masters Thesis Proposal
G” stands for good fortune. “I” stands for ill fortune. “B” stands for the beginning of a story. “E” stands for its end.
How do we turn this story into these stories?
10
Johns Hopkins Model of Human Resistance, Resiliency and Recovery
Resistance…Immune to the stressor
Resiliency…Ability to rebound Recovery…..Improved
performance after traumaHow do we emphasize these concepts in stories?
11
Four Pronged Approach
Discussion Questions What preparations did the characters
make? How did they use social support and
create a team effort? What did they think led to solving the
problem (positive cognitions)? At the end of the story do you think they
are more capable of handling other problems?
12
Lessons to Improve ResilienceThe Resilient Child: Seven Essential Lessons for your Child’s Happiness and Success
Emphasize these The value of friends and the support of
others Making important decisions,
resolving conflict, when to be loyal, taking control
Taking responsibility for actions Learning the power of optimism Cultivating integrity
13
How Can Reading be ImprovedSocial Emotional Content
Stock the classroom with books and have students create bulletin boards that show people who have overcome adversarial situations. This presents models of adults and children
solving problems and connects children with the emotional experiences of the characters
Improves emotional vocabulary, moves at-risk situations to challenging situations
Personal understanding deepens and increases
14
The Domains of Posttraumatic Growth
improved relationships, new possibilities for one's life, a greater appreciation for life, a greater
sense of personal strength and spiritual development.
I am more vulnerable yet stronger, even though I was unable to control events
my capability was challenged and I prevailed.
15
Characteristics of Posttraumatic Growth
Personal strength tolerance of continued distress (Courage)
Relating to others, developing stronger bonds with others
New possibilities and greater self reliance, sense of ability to survive and prevail
Appreciation of life rethinking values and priorities
16
LayneResource Attributes
Shelf Life…remains usable over time Potency…effectiveness related to a
specific stressor Robustness…How many stressors does it
work for Transportability…can it be moved Durability…Maintains its utility under
sustained use
17
LayneResource Attributes
Replenishability…ease and efficiency of replacement
Accessibility…how easily obtained and utilized
Efficiency…resources to be expended to ensure the coping meets the demands of the situation
Facilitative effect…does the resource allow access to other resources?
Tolerance of continued distress (Courage)
Giving the child and those in the child’s life the assurance that they do have what it takes to be successful.
What strengths in the story lay a better foundation for continued success even after the story is over.
Building on the strengths of characters assists readers to begin the rebuilding of competence, hope, and self-efficacy.
18
Developing stronger bonds with othersRelationship Building
Reading has the Power to reach these
children and teach them new skills.
shows students how to build and form relationships and attachments; to empower children and make them feel secure.
ability to create new chapters in a child’s life.
19
20
Promote Attachment and Trust
Reading can be used with children at a young age to promote social and emotional development, attachment or trust, and problem solving skills to support easy transitions and post traumatic growth during and after a stressful event or series of events
ChallengeNew possibilities and greater self reliance, sense of ability to
survive and prevail
Through instruction and activities, teachers guide children to build on experiences of self-regulation and (learn to) develop more adaptive responses to problems. This acquisition of self-regulation is of utmost importance to students as it teaches healthy coping mechanisms and problem solving skills.
21
22
Appreciation of life rethinking values and priorities
Reading can provide a good example for children by using diverse examples of family life, to help kinship care seem more normal.Teachers can and should point out strengths and resiliencies to children, while helping them accept that they cannot cure a loved one’s problems.
23
What Works Look for the real opportunities Validate yourself and others Look for things we can do together Turn the stories of struggle into stories of
inspiration Have compassion for the invisible wounds
24
Who is This?
“It is not hard to change the world because the need for change is all around us, just walk out the front door of any home in America, and open your eyes”If you need proof that what you do works just look around this room and you will see all the proof you need.
25
Click icon to add picture
Show them the way HOME
26
QUESTIONSComments