Keeping the Brain In Mind: The Impact of Trauma on Learning and Behavior

Impact of Trauma Hypervigilance Immune to Internal Cues Affective Dysregulation Attachment Difficulties Memory Disturbances

Trauma Impact Learning Difficulties Numbing of Responsiveness Intrusive Re- experiencing

Experience of trauma Developmental stage Temperament Context Response/Support

Trauma and Development Recognizing “Cumulative Harm” development proceeds from simple to complex early developmental tasks provide critical skills and traits that are the foundation of later more complicated skills understanding the “foundation” skills that are missing directs the focus of intervention www.secasa.com.au

Attachment and Brain Function Positive experiences of attunement develop neurophysiological mechanisms that allow for: emotional regulation responsiveness to social cues evaluation of meaning

Brain Plasticity 2 approaches to neural change direct intervention and stimulation in specific brain or skill area change in environmental experiences

thoughts, feelings, triggers Intervention Containment/Safety Working on Trauma thoughts, feelings, triggers Self-Regulation Attachment Structure

Structure Consistency and predictability in the schedule Consistency in expectations Consistency in environment Classroom rituals

Kids Have To Think That You Care Before They Care What You Think

Caring Classroom Greet each student One moment of appreciation or close attention each day Getting the student involved Calling students at home periodically 2 minutes for 10 days in a row apologize for knee jerk reactions

Active Teaching and Practice Self-Regulation Active Teaching and Practice Stop and Breathe Visualization and “safe place” Yoga or tai chi Music, journaling, art Daily exercise Brain gym Biofeedback

Do’s and Don’ts Do provide encouragement: Don’t get caught up in arguments Do use non-verbal means of expression: Don’t get limited to one approach Don’t give ultimatums: Do offer choices Don’t overlook inappropriate behavior: Do recognize any move or effort to improve

Understanding Disruptive Behavior Disruptive behaviors are not accidental, they have a purpose Disruptive behavior is adaptive: it communicates, impacts the environment Because they are instrumental and adaptive people do not give them up easily

Four Types of Stressful Learning Experiences Novelty Situations: develop a schedule and review it Unpredictable situations: develop routines and structure Perceived threats to ego: be aware of tone of voice, personal space, etc. Sense of control lost: allow choices, take a trip to Australia

Using directives (Kagan, 2004) Use calm firm voice Be sure they’re listening Offer choices What you need them to do (not what you don’t want) Have a do-able, available consequence ready Post everyday rules and chores Match directives to memory and learning style (Kagan, 2004)

Teacher Response Observe Empathize Search

Mindful Discipline Train Response-ability Make it safe Act with Intention

Resources Saxe, G., Ellis, B.H. and Kaplow, J. (2007). Collaborative Treatment of Traumatized Children and Teens. New York: Guilford Press Child Development and trauma guide: www.secasa.com.au Wild Divine: www.wilddivine.com Lumosity: www.lumosity.com

Resources Why Try: www.whytry.org Barry, P. (2008). BrainWise: A Guide for Building Thinking Skills in Young People. www.brainwise-plc.org. Fowler, M. (2009). Mindful Discipline for Distressed Learners. In Feifer and Rattan (Eds.), Emotional Disorders. Middletown, MD: School Neuropsych Press. Kagan, R. (2004). Rebuilding Attachments with Traumatized Children. Binghamton, NY: Haworth Press.