1. 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

2. 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.

3. 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.

4. 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

5. 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.

6. Two Separate Selves…Before and After

7. 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

8. 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

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

10. 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

11. 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.

12. 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:

13. 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

14. 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.”