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

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

4. Trauma Impact Learning Difficulties Numbing of Responsiveness
Intrusive Re- experiencing

6. Experience of trauma Developmental stage Temperament Context
Response/Support

7. 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

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

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

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

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

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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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)

24. Teacher Response
Observe
Empathize
Search

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

27. 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:
Wild Divine:
Lumosity:

28. Resources Why Try: www.whytry.org
Barry, P. (2008). BrainWise: A Guide for Building Thinking Skills in Young People.
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.