1. Trauma Informed Practices County Curriculum Leads 8-28-15
Kelly Rizzi & Shelly Craig
Shasta County Office of Education /

2. Agenda Overview of Trauma Informed Practices ACES Study
Dr. Bruce Perry research
Kelly

3. Fear as a Way of Life: The Developing Brain
“Neurobiologist Bruce Perry and his colleagues at the Child Trauma Academy explain that the most developed areas of a child’s brain are the ones used most frequently. When children live in a persistent state of fear, the areas of their brains controlling the fear response can become overdeveloped.” K

4. Pediatrician: Nadine Burke- Harris
Shelly

5. Reflection…
Think about a student who concerns you. How many ACES might he/she experience?
Turn and talk to a neighbor about your thoughts…
ACES include:
Physical, emotional or sexual abuse or neglect
A Family Member: mental illness, substance abuse, Incarceration, domestic violence, separation/divorce, death of a parent
Shelly

7. Prevalence of Adverse Childhood Experiences
The most common reported adverse childhood experience (ACE) in Shasta County was household substance abuse (58%) followed by verbal abuse (55%), parental separation or divorce (44%), household mental illness (44%), and physical abuse (35%). See bibliography.

8. Number of Adverse Childhood Experiences Reported
In Shasta County, of the 281 Shasta County residents who answered the survey questions, 29% of respondents reported five or more adverse childhood experiences (ACEs) in their life history compared with just 9% in other parts of the country, while 16% of Shasta County residents report no adverse childhood experiences (ACEs) in their history, compared to 41% elsewhere. See bibliography.

9. ACES in Shasta County Statistics Bibliography

10. K

11. The developing brain
The majority of brain organization takes place in the first four years of life. This is why trauma and neglect have a disproportionate influence on brain organization and later brain functioning, when they occur during the first four years. ~Bruce Perry K

12. The human brain has a hierarchical organization
The human brain has a hierarchical organization. The multiple parallel systems in the brain are organized in various brain regions with the most simple in the brainstem and the most complex in the cortex. While somewhat simplified, it is clear that functional complexity correlates with the organizational complexity of the brain, with the most simple regulatory functions mediated by the lower less complex brainstem and the most complex functions - those functions that confer the most unique human properties - are in the cortex.
The human cortex is amazingly complex - rich in both nerve cells (neurons) and functional connections between neurons (synapses). The human cortex contains approximately 40 % of the total neurons in the brain.
A key to understanding human behavior is recognizing the complexity of and the organizational rationale of the brain. Different systems and areas of the brain mediate unique functions. The systems of the brain that allow us to “think” are different (but connected with) the systems that allow us to move or to regulate heart rate.

13. Sequence of Engagement
Reason
Relate
Regulate
Dr. Perry’s sequence of engagement is biologically respectful. No positive relational interaction or reasoning is even possible if a student’s stress response has not been regulated first. Then it is possible to build on the teacher-student relationship that allows for a better sense of safety and trust. Finally, the cortex can be accessed, and it is time to reason together to solve the conflict for now and in the future.
All rights reserved © Bruce D. Perry

14. Creating a Safe Environment- Rule out basic needs
Are you:
Hungry?
Thirsty?
Tired?
Cold?
Hot?
Needing to use the bathroom?
Feeling Safe?

15. Parallel Placement
Students share more and are more relaxed when sitting next to, standing near or walking next to you. Listen, repeat what they say, but don’t ask questions. Wait for them to share (when possible)
They will also share more while driving in the car. You are moving forward together in a parallel way and the motor of the vehicle mimics the heart-beat of the in-utero experience. S

16. Dr. Perry often reminds educators to “know the stage and watch the state.” The five “states” are shown here. Above each state is the type of cognition used, the areas of the brain accessed, and the sense of time an individual can experience in each state. Calm represents the best state for creativity, for accessing previously learned information. Alert is the best state for learning as small doses of manageable stress in the form of novel information are being introduced and processed. In the state of alarm, students are becoming too stressed to learn well and transition to fight or flight. Fear and terror states mean no real access to the cortex as the child loses sense of real time and is in survival mode.

17. Dissociative vs. Hyperarousal Responses
Dissociative- These children tune out or go deep within. They learn to do this during abuse to remove themselves. They struggle to pay attention in class because they so often tune out. Some children demonstrate seizure behavior or fainting.
Hyperarousal-
These children present with aggressive, explosive behaviors and often come to school already at 90% capacity. The slightest thing can send them from alarm to fear to terror. Often teachers misunderstand this fear as oppositional and they become angry, which sends the child even further into the brain stem.

18. Patience and Consistency
Many traumatized students will arrive at a new school and/or foster home and experience a “honeymoon” period.
Within two to three weeks, if the environment remains consistent, calm, and safe, the child will likely begin to act out, in order to replicate the old environment most familiar (disorganized and chaotic). This is a default setting and it is subconscious…

19. A well-regulated teacher who understands the arousal continuum knows that the Power Differential can be reduced when dealing with a conflict. Lowering the stature, softening the voice, maintaining respectful distance, all the while exhibiting control, confidence and patience will help a distressed child calm down enough to avoid an explosive incident.

20. Be a S.T.A.R.
Smile
Take a Deep Breath
And
Relax S

21. How You SEE Students Defines the student… Defines you…
Defines how other students see the child… S

24. Stand and Talk Find someone across the room
Teach that person what you just learned about brain development and how it affects the lives of our students.
You can take your notes! 

25. Thank You  K