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Students, Trauma, and Resiliency

Students, Trauma, and Resiliency. Debra Klemann, M.S., LCPC. Established in Fall 2007 to serve as a Treatment and Services Adaptation Center (Cat II) within the National Child Traumatic Stress Network (NCTSN)

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Students, Trauma, and Resiliency

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  1. Students, Trauma, and Resiliency Debra Klemann, M.S., LCPC

  2. Established in Fall 2007 to serve as a Treatment and Services Adaptation Center (Cat II) within the National Child Traumatic Stress Network (NCTSN) • Represents a national expansion of the previously funded Montana Center for Childhood Trauma (BOR approved, 2004) • Mission: In respectful partnerships with tribes, NNCTC will implement, adapt, evaluate and disseminate trauma interventions to decrease the social, emotional, spiritual and educational impact traumatic experiences have on American Indian and Alaska Native children.

  3. What is Child Traumatic Stress? Traumatic Stress defined • Traumatic stress is an acute distress response that is experienced after exposure to a catastrophic event • Traumatic stress occurs because the event poses a serious threat to: • The individual's life or physical integrity • The life of a family member or close friend • One's surrounding environment

  4. A range of situations that can be traumatic • Automobile Accidents • Life-Threatening illness • Witnessing or experiencing community violence (shootings, stabbings, robbery, fighting at home, in the neighborhood, or at school) • Natural Disasters • Terrorism • Traumatic death • Physical or sexual abuse • Abandonment • Witnessing Domestic Violence • Bullying • Neglect • Living in a chronically chaotic environment • Military deployment

  5. Complex Trauma/ Developmental Trauma • Occurs through multiple & prolonged exposure to traumatic events that occur within the child’s care giving system. • Includes chronic emotional abuse, neglect, sexual abuse, physical abuse and witnessing domestic violence. • Alters body functioning • Increased levels of stress hormones • Increase in activity of the “reactive brain”.

  6. Responses to a Traumatic Event • Hyperarousal • Re-experiencing • Avoidance or Numbing • Changes in Affect • Cognitive distortions

  7. How Common is Trauma? • 1 out of 4 children who attend school has been exposed to a traumatic event (NCTSN) • Screening results of 6 communities indicate that upwards of 70% of students have been exposed to violence, and 47% experiencing PTSD like symptoms (Morsette, et. al 2012) • 2/3 of interviewed children reported at least one trauma (Copland, et. al 2007)

  8. Resilience • Research has shown that 2/3 of children who experience adverse childhood events will grow up and “beat the odds”. • Adolescents may be resilient in one area in their lives, but not in others • Resiliency at one developmental phase does not guarantee resiliency at the next.

  9. Trauma-informed Positive Behavioral Interventions and Supports FEW SOME ALL

  10. Why Do Education Programs Need to Know About Trauma? • When students experience trauma it affects • Ability to learn • Ability to make friends/social skills • Behaviors in the classroom • Teachers/care providers may be the first to notice symptoms • Teachers/Systems can provide social/emotional curriculum and employ classroom strategies to help

  11. STAR Overview • Curriculum based • 4 lessons; 1 per week • Based upon evidence based principles for treating trauma • Designed for use by educators • Not therapy, but psychoeducational • Designed for use in the classroom • Recommend use of co-facilitators

  12. Goals of STAR • Increase Coping Strategies • Understanding of stress, trauma, and loss • Self-care • Relaxation • Utilizing support systems • Problem-Solving • Helpful thoughts • Feelings Identification • Decrease effects of trauma exposure • Feelings of isolation • Anxiety level • Avoidance • Impulsivity • Negative thinking • Hypervigilance

  13. Lesson #1: Education and Coping Strategies • Objectives • Provide education • Validate experiences • Help student recognize signs of stress • Teach relaxation skills • Encourage healthy coping skills

  14. Lesson #1 • Definitions of • Stress • A physical, mental, or emotional strain or pressure • Feeling anxious or overwhelmed • Responses to difficult events-stressors • Trauma • Perception of something very frightening • Sense of helplessness • Loss/Grief • Grief is the normal process of reacting to a loss • Examples: loss of a loved one • Pets • Home environment

  15. Lesson #1 • Common reactions to stress, trauma, and Loss • Stress effects the balance of our whole being   • Physical, mental, emotional, spiritual

  16. Lesson #2: Feelings and Thoughts • Objectives • Increase feelings identification • Link thoughts and feelings • Identify and challenge thinking errors • Decrease impulsivity

  17. Lesson #2 • Feelings Identification • Main family of emotions • Increase feelings vocabulary • Identify degrees or ranges of emotion • Feeling words handouts

  18. Lesson #2: Cognitive Behavioral Therapy(CBT)Model Langley and Dean 2004

  19. Unhelpful Helpful • All or Nothing Nancy • Jumping Jim • Downer Debbie • Play it Again Sam • Check the facts • What are the other possibilities? • Is there a more positive way of looking at this? • What might be other outcomes?

  20. Lesson #3: Facing Avoidance and Anxiety • Objectives • Explain avoidance • Face and decrease anxiety

  21. Pyramid Plan • 9-10 Anxiety Level: Play basketball with friends and my older cousinduring the day. I may need to do this 10 times. • 6-8 Anxiety Level: Walk on to the courts with a group, including my adult cousin. I may need to do this 8 times. CAUTION: Is this plan safe? Yes, I am only going during the day with an adult • 4-5 Anxiety Level: Walk near the courts with my adult cousin. I may need to do this 5 times. • 1-3 Anxiety Level: Drive by the courts. I may need to do 3 times.

  22. Lesson #4: Social Problem-Solvingand Increasing Support • Objectives • Review activities • Identify link between thoughts and behaviors • Decrease impulsivity by identifying pros and cons of decisions • Identify resources • Identify circles of support

  23. Lesson #4 Social Problem Solving • Check the accuracy of thoughts before acting • How do I know this is thought is true? • How do I find out more information about what is happening? • Why is it important to find this information out? • Social Problem Solving • The class identifies in small groups possible solutions to a situation • Pros and Cons are identified for each behavior • The small group decides as a group which behavior is most beneficial

  24. Circle of Trust

  25. Data Collection • Screening of all students to identify • Violence Exposure (LES) • Trauma Symptoms (CPSS) • Pre/Post Tests • CPSS • Why helpful • Gain an understanding of students • Identify progress

  26. More Information • STAR Training • Technical Assistance • debra.klemann@umontana.edu • Links to resources • www.nctsn.org • http://www.iers.umt.edu

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