Trauma Informed Practice in the Adult Basic Education classroom Workforce Investment Board WIOA Partners APRIL 17, 2018 Stacy Randell-Shaheen, MSPA Director of the Adult Learning center North shore community college

Managing Stress to Improve Learning The New England Literacy Resource Center conducted a 2-year project to assess and evaluate the prevalence of chronic stress among adult basic education students in 6 unique settings. Participating programs and classes varied in kind, size, and students. Settings were rural (northern Maine, Vermont) and urban (Greater Boston), including the following described on the next slide. http://nelrc.org/managingstress/findings.html

Managing Stress to Improve Learning: Research Sites College transitions classes on a college campus GED and ABE classes at community-based agencies "Women of Strength" classes at a homeless shelter Low-level and intermediate level ESOL classes at a multi-service center Low-level and intermediate ESOL classes at a large public housing development Work readiness at an adult learning program for dislocated workers.

Managing Stress to Improve Learning: Student Groups Students included: Native born White Americans Dislocated factory workers White and African American homeless women Refugees from Iraq, Bosnia, Somalia, Rwanda, Bhutan and Haiti Immigrants from Cape Verde, Dominican Republic, Central America, China and Mexico

Trauma Signs A profound and meaningful loss of control over what happens to you Can be overwhelming to multiple bodily systems Triggers a fixed or recurrent “flight or fight” brain response Can result in “acting out” behaviors that project anger or distress toward other people or “acting in” behaviors of risk-taking, depression, perfectionism, over-eating, self-cutting, etc.

Two Separate Selves…Before and After http://nelrc.org/managingstress/findings.html

Impact on Brain Function Chronic (toxic) stress causes the brain to secrete an excess of hormones, such as cortisol. Excessive secretion of cortisol interferes with: memory retention focus learning self-regulation self-awareness light & noise sensitivity touch sensitivity

Trauma Events Include… Homelessness or frequent moves Domestic violence Multiple losses – death, divorce, abandonment Acts of war or terrorism Emotional, physical, sexual abuse Immigration; Fear of deportation Incarceration of self or other Loss of income Chronic neighborhood violence

Trauma-induced Feelings Include… Helplessness Shame Hopelessness Defeated Anger Alone Anxiety Suicidal Depression Unsure Denial Stuck Fear Numb Confusion Ambivalent Guilt Hypervigilant

Post-Trauma Learning With intentional classroom practices, we can help trauma survivors learn better and become “lastingly successful” by building social-emotional skills such as: Self-Awareness : “I feel…” Self-Management: Calming rituals Social Awareness: Class and one-on-one discussions Relationship Skills: Model! Goal-Directed Behavior: Ask and keep asking Decision Making: Choices Personal Responsibility: Homework, classroom “jobs” Optimistic Thinking: Hope

The Crucial Cs: Connect, Capable, Count, Courage Connected: I believe that I belong. I feel secure and can reach out. If not, I seek attention and/or isolate. Capable: I believe I can do it. I feel competent and self-reliant. If not, I become dependent, inadequate or try to control others. Count: I believe I matter. I feel valuable and contribute. If not, I feel insignificant and may hurt back. Courage: I believe I can handle what comes. I feel hopeful, willing to try. If not, I may give up, use avoidance. Source: Responsibility in the Classroom: A Teacher’s Guide to Understanding and Motivating Students by Amy Lew, Ph.D. and Betty Lou Bettner, Ph.D.

Relational-Cultural Theory: One Key to Connection According to psychologist Jean Baker-Miller, “growth-fostering” relationships grounded in mutual empathy help to heal disconnection and despair. The five tenets of these relationships are: 1. Increased zest 2. Increased clarity 3. Increased desire for more relationships 4. Increased sense of worth 5. Increased empowerment Source: http://www.jbmti.org/Our-Work/relational-cultural-theory

Healing Connections in the ABE classroom Stress, Trauma, and the Brain Stress Reduction in the Adult Basic Education Classroom Expressive Arts and Well Being Linking to Community Services

Two Wolves – A Cherokee Parable An old Cherokee chief was teaching his grandson about life… “A fight is going on inside of me,” he said to the boy. “It is a terrible fight and it is between two wolves.” “One is evil – he is anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, self-doubt and ego.” “The other is good – he is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion and faith.” “The same fight is going on inside you – and inside every other person, too.” The grandson thought about it for a minute and then asked his grandfather, “Which wolf will win?” The old chief simply replied, “The one you feed.”