Download Trauma-Informed Education Jerry B. Yager

Trauma-Informed
Education
Jerry B. Yager
[email protected]
[email protected]
How do we develop and how do we change (learn)?
TIE
NEUROSCI ENCE
EDUCATI ON
NEUROSCIENCE
Practices
©2000 New Directions Institute
© 2000 New Directions Institute
10
Integration of Theories
Evolutionary Biology
Developmental
Behavioral Health
Child Development
Neuroscience
Microbiology
Genetics
Cultural Anthropology
Crucial to understand children and youth who have
suffered abuse and neglect.
Human’s natural habitat are relationships
It is easier to build strong children than to
repair broken men."
Frederick Douglass
Prevention
Early Intervention
Fear causes
us to
constrict,
protect and
Avoid
Adverse Childhood Experience
Study
(ACE)
Exposure to early childhood adverse events has a
significant impact on behavioral, psychological,
social, physical development.
17,421 HMO members
undergoing standard physical
examination complete
confidential questionnaire
regarding exposure to
maltreatment and family
dysfunction
10
Dose-Response Relationship
alcoholism and alcohol abuse
chronic obstructive pulmonary disease
(COPD)
depression
fetal death
health-related quality of life
illicit drug use
ischemic heart disease (IHD)
liver disease
risk for intimate partner violence
multiple sexual partners
sexually transmitted diseases (STDs)
smoking
suicide attempts
unintended pregnancies
Colorado Families and Children At Risk
1 in 4 pregnant women experienced 3 or more family stressors during pregnancy
1 in 10 women drank during the last trimester of pregnancy
1 in 13 women smoked during last trimester
2.6 women were abused by their partner during their pregnancy.
Toxic Stress: Understanding and Mitigating Long Term Impact Summit 2014
Colorado Kid Count 2013
Department of Human Service 2012
Child Health Survey 2012
More Than 1 in 12 children age 0-5 already experienced two or
adverse Family experiences
Poverty
Divorce/Separation
Loss of Parent
Substance abusing parent
Incarceration of a least one parent
Witness at community violence
Parent with Mental illness
Oppression due to race or culture
Nearly 9 out every 1000 children are victims of abuse and 8 out of every child are in out of
home placement ( An 18.6% decrease in past 4 years)
Childhood Adversity and Academic
Performance
Language and communication
Social emotional communication
Problem solving and analysis
Cause and effect relationships
Perspective taking
Sequential organization of narratives
Attention
Emotional Regulation
Executive functions
ACEs In School
(Delaney-Black et al 2002, Sanger et al,2000, Grevstad 2007)
Two and half times more likely to fail
a grade
Score lower on standardized tests
Receptive and expressive language
deficits
Higher rates of being suspended and
expelled
Overly represented in special
education
2003 Survey of 2,200 Children
seen across NCTSN
Family Status
Females - 56.9%
Males - 43.1%
Intact Biological
1.00%
Divorce/Stepparent
8.90%
Divorce/single parent
21.30%
18.20%
Adoptive Home
12.50%
4.50%
31.40%
Foster Home
Relative(s)
Unknown
Child Trauma Histories
70.00%
60.00%
50.00%
59.30%
55.60%
47.10%
45.80%
40.80%
40.00%
33.80%
30.00%
20.00%
10.00%
0.00%
28.10%
18.40%
Complex Trauma
Most Frequent Problems
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
61.50%
59.20%
57.90%
53.10%
45.80%
Child Trauma Problems
35.00%
30.00%
33.20%
29%
28.70%
28%
27.70%
25.30%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
9.50%
Polyvictimization
Finkelhor et al., 2009
Juvenile Victimization Questionnaire
 34 different types of victimizations past year
 2,020 youth age 2-9 (parent interviews), age 10 -17 (Self report)
 71% of children and youth experienced at least one victimization in previous year
Four or more types of victimizations
 Nearly ¼ comprised polyvictim category with largest portion older males
 ½ of polyvictims were categorized again the following year
 Onset was disproportionately likely to occur at age 6 and 14
Brain is a social organ of adaptation
Education has to be a safe, interpersonal process
that stimulates curiosity, playfulness, exploration
growth and learning. This can only occur when
adults feel safe, are self reflective, socially responsible,
capable of managing conflicts and engaged. Learning has
to be relevant, repetitive, relational, rhythmic
and rewarding.
Dr. Bruce Perry
Because many aspects of our world are unpredictable the circuits of
the brain relies on experience to customize connections to serve an
individual’s needs
Vertical Integration
Reward/social
Attachment
Sexual
Emotional Reactivity
Neuroaxis
Abstract thought
Concrete Thought
Problem solving
Response Flexibility
Empathy
Motor coordination
Arousal
Appetite
Sleep
Heart rate
Blood pressure
Body temperature
Neurobiology
The impact of experience is not equal
throughout life. Early experiences exert a
disproportionate impact on influencing the
developmental trajectory of an individual by
shaping the properties of the developing brain.
Although most systems are in these sensitive
periods early in life there are systems that are
open and significantly influenced later in
development
Even if you are lucky enough to make it
through childhood fairly healthy you are still
not immune to the long term biological impact
of chronic stress
What is Adolescents?
Social Organ
Habits
Habits are a reoccurring pattern of responses to the environment
that are acquired through repetition.
We are designed to form habits because conscious decision
making takes time and resources.
Types of Memory
IMPLICIT MEMORY
Present at birth
Devoid of subjective
experience of recall (priming)
Behavioral, emotional,
perceptual and somatosensory
Focus attention not required
Mediated by lower, more
primitive brain
EXPLICIT MEMORY
Requires conscious awareness
and subjective experience of
recall
Included semantic (facts) and
episodic (autobiographical)
Requires focused attention
Processed in medial temporal
lobe and frontal cortex
Attachment Styles
High Avoidance
Avoidant/
Dismissive
Low
Anxiety
Disorganized
Can’t Trust
High Anxiety
Anxious/
preoccupied
Secure
Low
Avoidance
Fear and Stress Response
State Dependent Functioning
Calm
120-100
Alert
100-80
Alarm
80-60
Abstract/Reflective
Concrete/short term
Judgmental/Reactive
Fear
60-40
Reflexive/Defensive
Terror
>40
Frozen and speechless
Window of Tolerance
Siegal,1999
Increase Sensation
Emotional Reactivity
Hypervigilance
Intrusive Imagery
Disorganized cognition
Hyperarousal
_______________________________________________
Window of Tolerance
Optimal Arousal Zone
_______________________________________________
Hypoarousal Zone
Disruption of integration
Relative absence of sensation
Numbing of emotions
Disabled Cognitive processes
Reduced physical mobility
Cortical and Subcortical Processing
It takes about 500 mili-seconds for visual information to reach conscious awareness
Information that is perceived as a threat is process at subcortical level within
approximately 50 mili-seconds outside of awareness.
Our body reacts way faster than our thinking, decision making brain. Because fear
conditioning does not require awareness, the brain’s releasing of stress hormones is
not related to our conscious attitudes. That is why mindfulness skills, top down
regulation must be integrated into teacher training and academic curiculuum.
Cortical Inhibition
-
-
There is an inverse relationship between the activation of higher cortical functioning
and activation of our subcortical stress response system
(C) 2013 NATIONAL CRIME VICTIM LAW INSTITUTE
Blaustein & Kinniburgh, 2010
ARC
Youth Success
Executive Functions
Body
Awareness
Teacher’s
Affect
Regulation
Tolerance &
Modulation
Attunement
Self/Other
Self
Identity
Affect
Expression
Consistency
Of
Response
Rituals and
Routines
The Brain evolved to learn and solve
problems in a changing environment
Sleep- deprivation decreases attention and memory consolidation
Exercise activated blood flow, and respiration feeding the brain . It stimulates new
neural growth in memory and regulatory regions and increases dopamine,
endorphins and serotonin for increasing reward, motivation and affect regulation.
Finally exercise stimulates neruotrophic growth factors and nerve growth factors
that increases neural plasticity and cells health.
Nutrition- brain consumes about 20% of our energy and skipping meal decreases
neurotransmitters, attention and processing speed.
Music – Evokes memories, and visual imagery, enhances parasympathetic activity and
white matter. The cerebellum is responsive to rhythmic stimulation.
Attachment
Regulation
•Creating a Safe, consistent, predictable environment that is attuned
to the child’s developmental needs ,in an age respectful manner
• Be attuned to arousal levels and affect states not just behavior
•Provides predictable routines and rituals
•Setting consistent limits
•Builds a nurturing, supportive relationship that facilitates healthy
identification and expression of emotions.
•Assist in co-creating life narrative
•Expose to developmentally sensitive balance of sensory-motor,
relational and cognitive experiences
•Help child develop ability to read internal sensations, emotions
and read the emotional cues of others
•Recognize changes in arousal levels and develop regulatory
strategies to adjust
•Make connections between sensations, emotions, thoughts
and behavior
Competence
2011© Impact Youth Services
•Identify each child’s strengths and resources and provide
praise and recognition
•Build on strengths and talents to enhance positive selfconcept
•Coach child to gain mastery and move toward self discipline
•Encourage the child to self reflect, assess outcomes
compared with desired goals, collaborate on alternative
strategies to build self agency.
“ Caregiver must be in touch with themselves in order to touch
others.”
B. Bailey
“Engage don’t enrage” D. Siegel