Taira Masek LCSW MPA Director of Mental Health Partnerships ESU 2 tmasekesu2org Outline Trauma and Behavior 3 key things to understand 1 Brain Development 2 Attachment 3 Trauma Triggers ID: 1042421
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1. Understanding Disruptive Behaviors through a Trauma Informed LensTaira Masek LCSW MPADirector of Mental Health Partnerships ESU #2tmasek@esu2.org
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3. Outline
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5. Trauma and Behavior 3 key things to understand 1) Brain Development 2) Attachment 3) Trauma Triggers
6. Brain DevelopmentLogic, Planning, Language, Delayed gratification, ReasoningRegulates mood, memory, attention. Pleasure SeekingSelf Preservation, Fear, Protective ResponseVital life functionsHeartrate, Digestion, Breathing, Stress response
7. Brain DevelopmentBrains under stress
8. Brain understanding is key!
9. Attachment
10. We are always at the edge of misunderstanding behavior.Every interaction matters and can either rupture or repair.
11. Trauma Triggers
12. Why: The primitive brain reacts because it may have been overexposed to danger. Consider whether the overreacting child can differentiate at that moment between being safe and being in dangerManipulativeDefiantTuned outAdaptive/life saving MaladaptiveWhat does this look like in school
13. Smells may trigger danger and fearTriggers and False AssociationsWhy: The primitive brain does not think but reacts because it has been overexposed to danger.
14. Time warps, confusionPoor decision makingActing outLoss of “control over thoughts”Fixation of eventImpulse control Many, many, others Do you know any students like this:Who do you know….Traumatic Stress response Cycle
15. Why is it happening?
16. Dysregulation
17. Co-regulationWhat happens to your body and mind when a student is dysregulated?Has your behavior ever heightened the student’s behavior?
18. BEHAVIOR IS FUNCTIONAL NOT GOOD OR BADBEHAVIOR IS FUNCTIONAL NOT GOOD OR BADAdults may see the behavior as being “good” or “bad”, but the student does it because it is effective; it works for him/her
19. Traditional Discipline vs. Trauma-Responsive Practices
20. “Children do well if they can”Ross W GreeneLost at School
21. Reaching the Learning Brain
22. Reaching the Learning brain Step #1: Stay grounded (regulated)! Step #2: Get down on their level. Step #3: Regulate-Focus on soothing. Step #4: Relate Step #5: Reason
23. Regulation
24. De-escalating adult stressKeep in mind…CO-REGULATION!
25. Supporting and Teaching Emotional RegulationOur job is to help people feel safe: Once they feel safe they can move out of stress mode and learn again.
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27. Attachment
28. Relationship regulation IS most powerful form of regulation.
29. What’s In Your Cup?
30. The Iris Center: http://iris.peabody.vanderbilt.edu TACT Promoting SafetyPhaseTask of HelperWarning Phase-TriggerPrevent CrisisHow: observation, inquiring Escalation Phase-AgitationDe-Escalate InterveneHow: verbal, non-verbal, apologizeCrisis Phase-Peak-De-EsculateSafely control the situationHow: verbal directives, warningsResolution DefuseHow: Problem solve, debrief
31. Verbal Intervention Tips and TechniquesDoStay calmBe supportiveMonitor paraverbalGive choices/consequencesAvoid power struggleRedirectListenBe aware of kinesics/proxemicsDon’tOverreactThreatenBe judgmentalUse sarcasmInvade personal spaceMake false promisesGive too many choices
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34. Questions? Taira Masek LCSW MPAProgram Director ESU 2 Mental Health Professional Partnerships tmasek@esu2.org
35. References “Creating, Supporting, and Sustaining Trauma-Informed Schools: A System Framework.” The National Child Traumatic Stress Network, 2017. p. 2. https://www.nctsn.org/sites/default/files/resources/creating_supporting_sustaining_trauma_informed_schools_a_systems_framework.pdf Colvin, G., & Scott, T. M. (2014). Managing the cycle of acting-out behavior in the classroom. Corwin Press.Huth, M., Tartaglia, H., DuBois, J., Dunn, E., Barclay, C., & Stein, R. (2019) Applying a Trauma Sensitive Lens to De-escalation: Cultivating Safe and Supportive Schools. Presented at the Northeast Positive Behavior Interventions and Supports (NEPBIS) Leadership Forum Nadine Burke Harris MD; Executive Director, Center for Youth Wellness from presentation at Adolescent Health Working Group, SF May 2013 “Strategies for De-Escalation and Student Re-Engagement,” Op. cit., p. 5 “The Effects of Trauma on Schools and Learning.” The National Child Traumatic Stress Network. http://www.nctsn.org/resources/audiences/schoolpersonnel/effects-of-trauma The IRIS Center (2018). Understanding the ActingOut Cycle. Peabody College Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/bi1/# content The Sanctuary Model: Designing and Implementing Trauma-Informed School Based Programs, The Sanctuary Institute
36. Google Drive https://drive.google.com/drive/folders/1rH2FNHVyqZXBxOq-lXUY-GzD6ofSFmWM?usp=sharing
37. Brain Development