Trauma-Informed Practicesin the Afterschool Setting

Illinois Quality Afterschool WebinarFebruary 22, 2017

Presenters• Sarah Bowie, LCSW

Program Director, CompassAlternative Schools Network

• Keith Harris, LCSWProgram Clinician, Youth Scholars, Skills & ServicesAlternative Schools Network

• Michael Hannan21st CCLC Project DirectorAlternative Schools Network

• Danny Martinez (Moderator)Senior TA ConsultantAmerican Institutes for Research

Alternative Schools Network:Building Trauma-Informed Programs

SARAH J. BOWIE, LCSWPROGRAM DIRECTOR, COMPASS

KEITH HARRIS, LCSWPROGRAM CLINICIAN, YOUTH SCHOLARS, SKILLS & SERVICES (YS3)

Asn’s Youth Resilience Project

u Becoming a Trauma-Informed Schoolu At least a 2-year process

u Ongoing training/PD for all school staff

u Assessment of school policies and procedures

u Review of types of interventions/supports for students displaying trauma symptoms

u Data monitoring/screening

u Resource mapping of community partnerships

u Resilience Team meetings each month

Learning Objectives

u Participants will understand:u Definitions of and different types of trauma

u Prevalence of childhood trauma through the Adverse Childhood Experiences Study

u Impact of trauma on brain development and common reactions to trauma

u The Silver Lining: What we can do to create trauma-responsive afterschool programing

u Assessing your program

u Best practices

u Caring adults

Positive Outcomes of Becoming Trauma Informed u Increased

u student resilience u ability to focus/pay attention u attendance u graduation rates u academic achievement u prosocial behavior and improved mental health outcomes

u Improved u coping skills u classroom behavioru emotional and physical safety for students

u Decreased u discipline referralsu physical aggression incidentsu out-of-school suspensions

Guiding Principles of Trauma-Informed Practiceu Safety

u Trust

u Collaboration

u Empowerment/Choice/Voice

u Peer Support

u Culturally Responsive

Source: SAMHSA

https://www.samhsa.gov/samhsaNewsLetter/Volume_22_Number_2/trauma_tip/guiding_principles.html

Important to keep in mind

u Long-term process

u Reframing how we think of “bad” behavior

u You do not have to be a therapist to be therapeutic

u Invest your time on the front end – be proactive rather than reactive

u This is a relatively new field of study in educationand research is ongoing

What is trauma?

Definition of Childhood Trauma – The 3 Es

u An emotionally painful or distressful EVENT

u The EXPERIENCE of the event induces an abnormally intense and prolonged stress response

u The event and experience of the event result in lasting physical and mental EFFECTS

Source: SAMHSAhttp://store.samhsa.gov/shin/content/SMA14-4884/SMA14-4884.pdf

Complex trauma

u Exposure to multiple chronic, stressful events, often of an invasive, interpersonal nature, and the wide-ranging, long-term impact of this exposure

Source: National Child Traumatic Stress Network (www.nctsn.org)

Adverse Childhood experiences study (ACES)u 1998 – U.S. CDC’s landmark study

u 17,000 adults with private health insurance were surveyed

u Provided detailed information on their childhood experiences as they related to abuse, maltreatment, and family dysfunction

u ACE Indicators Includeu Emotional abuse

u Physical abuse

u Sexual abuse

u Physical neglect

u Emotional neglect

u Substance-using household member

u Household member with mental health issues

u Witnessed domestic violence

u Divorced parents

u Incarcerated family member

Source: CDChttps://www.cdc.gov/violenceprevention/acestudy/

ACES Pyramid

Trauma Exposure: ASN Mentoring program u Experienced Emotional Abuse u Experienced Physical Abuseu Experienced Violent Act(s) u Experienced Sexual Abuseu Witnessed Violent Act(s) u Witnessed Violent Death

How often do you think about these things?u All of the time 40.9%u Most of the time 18.2%

79.5%73.3%68.9%34.1%73.3%64.9%

3-year-old children

Trauma impacts brain development and function

Brain structure

The stress response

u Fight

u Flight

u Freeze

Reactions to traumatic exposure

u Behavioral/Socio-emotional

u Physical

u Cognitive

u Identity

Source: SAMHSA’s Project Thrive http://www.ccsme.org/userfiles/files/B2%20Project%20THRIVE.pdf

What can we do about it?TRAUMA EXPOSURE AND AFTERSCHOOL PROGRAMMING

Program self-Assessment

u What types of training/support do staff receive in regards to trauma and self care?

u Does your organization screen participants for trauma?

u What is the process for linking participants/parents to resources/coordinating care for trauma treatment?

u How is staff burnout assessed/addressed?

u What policies are in place for attendance, behavior, participation, and are they trauma informed?

u Are routines, activities structured with participants with a trauma history in mind?

Best practices

u Maintain structure and routines

u Provide safe spaces where youth can process situations

u Avoid power struggles

u Give students choice and sense of control when appropriate

u Be a source of unconditional positive regard

u Maintain high expectations

u Check your assumptions about youth

Best practices (cont’d)

u Integrate Restorative Justice practices and Social-Emotional Learning (life skills)

u Provide opportunities to belong and give back

u Practice mindfulness/meditation

u Move the body

u Teach techniques to help students self-soothe

u Keep a clean, organized physical environment

Your role

u Be Aware: Look for changes in behavior and be informed about signs and symptoms of trauma exposure

u Be Available: Listen to youth and help them to problem-solve

u Be Resourceful: Connect students to mental health professionals in your community

u Know yourself and your limits u Avoid re-traumatizationu REGULATE, RELATE, then REASON

The silver lining

u The brain is malleable and develops into the mid-to-late 20s

u Human beings are resilient

u Emotional regulation is like a muscle

u Protective factors make a difference

u Your programs can be safe spaces where healing can happen

Resources/training providers

u UCAN’s Peace Hub https://peacehubchicago.org/

u Ann and Robert Lurie Children’s Hospitalhttps://www.luriechildrens.org/en-us/for-healthcare-professionals/education_training/Pages/cbits-training.aspx

u Saint A’s 7 Essential Ingredients to Trauma-informed Care: http://www.sainta.org/trauma-informed-care/

u Cornell University’s Therapeutic Crisis Intervention for Schools, Residential Child Care Project http://rccp.cornell.edu/tci/tci-1_system.html

u Mindful Schools, Online meditation/mindfulness courses for educators http://www.mindfulschools.org/

u 101 Trauma-Informed Interventions, by Linda A. Curran

u The Body Keeps the Score, by Bessel Van Der Kolk

u The Boy Who Was Raised as a Dog, by Bruce Perry

u www.acesconnection.com

u Illinois ACES Response Collaborative

u Envioronmental Scan Report, http://www.hmprg.org/Programs/EnviroScan

Michael HannonAlternative Schools Network

QUESTIONS?

Contacts• Sarah Bowie

clinicalteam@asnchicago.org

• Michael Hannanmhannan@asnchicago.org

• Keith Harriskharris@asnchicago.org

• Danny Martinezdmartinez@air.org

http://www.sedl.org/afterschool/iqa/index.html

ResourceDatabase

http://www.sedl.org/afterschool/iqa/iqa_database/resources

https://www.facebook.com/groups/IQA.SEDL/