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From Homelessness to College: Addressing Housing Trauma in the Higher Education Classroom Tara Overzat, Stan Hoover, and Andrew Morse Mercer University, Atlanta GA Social Pedagogy What Professors & Instructors Can Do Introduction Students may have previous or current traumatic experiences w/ unstable housing Homelessness compromises individuals’ basic sense of: - safety - security - certainty re: future Cumulative emotional/physical toll can limit abilities to: - regulate emotional arousal - effectively cope w/ stress (van der Kolk, 2005) Trauma negatively impacts learning - lower academic achievement (Perry, 2004) - decreased IQ - lower reading ability (Delaney-Black et al., 2002) - lower overall GPA (Hunt et al., 1997) No proven pedagogy exists to address homeless students Social pedagogy, however, may have promise. - “often used to denote work with more vulnerable groups in society” (Petrie, 2005, p. 177) Advantage Academy – college program for homeless, formerly homeless, and at-risk students offered by NYC Dept. of Homeless Svcs and St. John’s University (Fairbanks, 2009) A form of psychological first aid—Listen, Protect, Connect—could also guide educators towards empathizing with this population. Reach out to students who may be struggling in class - try to match student with on-campus resources Encourage students to work with college counselors & academic advisors for support Recommend tutoring labs to assist w/ educational deficits To avoid stigma, on-campus assistance & advocacy programs may want to avoid use of the word “homeless” (cf. “Advantage Academy”) Schedule sessions on-campus to educate student body & staff on issues of homelessness and advocacy for students who are unstably housed Look at pilot programs like Advantage Academy, & see if such a program could meet the needs of your students According to the McKinney-Vento Act (2001), students are considered homeless if they lack a fixed, regular, and adequate nighttime residence. Students experiencing homelessness may face a number of unique challenges both accessing higher education and reaching college graduation (Emerson, Duffield, Salazar, & Unrau, 2012). Because homelessness is typically associated with high levels of stress, many consider it to be a traumatic experience (Fitzpatrick, LaGoy, & Richey, 1999; Hopper, Bassuk, & Olivet, 2009; Goodman, Saxe, & Harvey, 1991). Additionally, the majority of people experiencing homelessness have survived or been directly exposed to traumatic events (Bassuk, Weinreb, Browne, Salomon, & Bassuk, 1996; Buckner, Beardslee, & Bassuk, 2004). Addressing the negative psychological impact of homelessness among college students will require a trauma-informed approach. Social pedagogy (CITE) may offer university faculty and administrators a theoretical framework to guide the application of trauma-informed practices. In the same vein, an evidence-based intervention known as Psychological First Aid (CITE) can help leaders in higher education respond effectively and sensitively to students facing the trauma of homelessness. http://www.ed.gov/sites/default/files/ladders-infographic-3.jpg Advantage Academy Psychological First Aid Pros include: - a clearly defined path for achieving an Associate’s degree even w/ unstable housing - no cost to eligible students - employment securement as a program focus (Advantage Academy, 2014) - gov’t support as well as business sponsors (Municipal Credit Union, 2013) - enthusiasm for the program—42 students in first class (Fairbanks, 2009) Possible improvements: - inaugural class: 42 students - room for expansion? - data not readily available on success of the program (e.g., how many graduates, employment outcomes) How this can be a model for other colleges: - provides a blueprint for collaborating with gov’t & business entities to reach out to this vulnerable population - gives an outline for how colleges can provide wraparound services for better student outcomes Psychological First Aid (Schreiber, Gurwitch, & Wong, 2006) is adapted from an educational program designed to reduce trauma symptomatology and enhance academic and social functioning. It has been found to increase academic performance and decrease mental health symptoms in students who have experienced trauma (Stein et al., 2006). Listen: Provide a safe place for students to talk; Convey an open invitation for students to share; Avoid providing “answers” and giving advice. Protect: Maintain consistency; Be sensitive to environmental trauma triggers; Understand and avoid traumatic relational reenactment; Collaborate and coordinate support. Connect: Cultivate relationships; Increase support and encouragement; Establish a learning community. http://resources.css.edu/academics/journalism/newslab/homeless.jpg The Impact of Trauma Trauma is defined as exposure to extreme stress that is (a) repetitive or prolonged, (b) involves harm or abandonment by caregivers or other adults, and (c) occurs at developmentally vulnerable times (van der Kolk, 2005). The largest study ever to examine the chronic effects of traumatic stress (ACE Study; Felitti et al., 1998) found survivors to be more likely to develop: (a) mental health problems, (b) drug addiction, (c) alcohol abuse, (d) adult sexual assault, (e) adult domestic violence, (f) sexual promiscuity, (g) teen pregnancy and paternity, (h) suicidality, (i) obesity, (j) tobacco use, (k) general health problems. Exposure to trauma is also associated with: Lower academic achievement (Perry, 2004; Schore, 2001; Stein & Kendall, 2004) Decreased IQ and reading ability (Delaney-Black, et al., 2002) Increased absenteeism (Hunt, et al., 1997) Traumatic stress affects both psychobiological and sociodevelopmental development (Ford, 2005), thus impacting several developmental domains: Regulation of affect and impulses Affect and consciousness Relationship to self Relationship to others Somatization Systems of meaning Trauma Informed Care Trauma-informed care is provided when the primary mission of an organization “is altered by virtue of knowledge about trauma and the impact it has on the lives of consumers receiving services” (Harris, 2004). It is a special sensitivity and responsiveness to the unique needs of trauma survivors that is intended to enhance program outcomes as well as facilitate trauma recovery (Jennings, 2004). Common factors of trauma-informed care (Hopper et al., 2009): Trauma Awareness Emphasis on safety (physical and psychological) Opportunities to rebuild control and empowerment Focus on students’ strengths, resources, and abilities www.stjohns.edu