Childhood Trauma in School - Emotional and Social Development€¦ · trauma? “Developmental...

Childhood Trauma in SchoolWORKSHOP ONE“AN INTRODUCTION TO DEVELOPMENTAL TRAUMA AND ACES”

COPYRIGHT: BEECH LODGE SCHOOL 2018

Format of the workshop• Introduction and background

• Setting the Scene – What is Trauma? What are ACEs?

• How the brain is shaped by trauma

• Case study and activity – putting theory into reality

• Break

• Trauma and development

• Using PACE

• Q & A’s


PresentersAlastair Lidster - Educational Psychologist and Co-author of Fagus

Daniela Shanly – Founder and Proprietor Beech Lodge School


Workshop objectives• Begin your journey to understand how early childhood trauma can impact on social & emotional development and lead to learning barriers

• Delve into the theory behind developmental trauma and ACEs in an educational context

• Participate in interactive group work, share best practice, discuss ideas with peers and get a chance to ask questions to embed your knowledge.


Be mindful during the workshop• Open, informal but confidential discussions (Chatham House Rules)

• Learn from others to develop your effectiveness and confidence

• Sensitive subject matter - feel free to leave the room


Beech Lodge SchoolA PRACTICAL APPROACH TO LEARNING


A bit of backgroundIt all started with one little boy…


“ADHD”

“RUDE”

“naughty”

“aggressive”

“BAD” “violent”

“HYPER”

“difficult”“annoying”

“disruptive”

“challenging”

“disobedient”

“ANGRY”“oppositional”


“HURT”

“weak”“traumatised”

“FUNNY”

“LOVING”

“sensitive”

“WISE”

“confused”

“misunderstood”

“SAD”

“ashamed”

“bullied”

“overwhelmed”

“anxious”

“ALONE”


Typical School experiences• The playground

• The walk of shame

• The shouting

• The loneliness

• The intolerance

• The lack of understanding


“This isn’t the right school for your son and there isn’t a right school for him”


“When a flower doesn’t bloom you fixthe environment in which it grows not

the flower”Alexander Den Heijer


My inspiration…..(today)


Childhood Trauma


What do we mean by trauma?

https://www.youtube.com/watch?v=A-HcaLzFeNY


https://www.youtube.com/watch?v=A-HcaLzFeNY

Trauma

You may be aware of some of the distress experienced by children you have worked with.

Please share an example with colleagues in your groups if you can

“A deeply distressing or disturbing experience.”


www.ucl.ac.uk/news/2011/dec/maltreated-children-show-same-pattern-brain-activity-combat-soldiers


https://www.ucl.ac.uk/news/news-articles/1112/111205-maltreated-children-fMRI-study

http://www.ucl.ac.uk/news/2011/dec/maltreated-children-show-same-pattern-brain-activity-combat-soldiers

Activated anterior insula


What do we mean by developmental trauma?“Developmental trauma can come about as a result of having experienced or witnessed, amongst other things, physical abuse, severe neglect, sexual abuse, domestic violence, multiple placement moves, emotional abuse, deprivation…all within the child’s close, early relationships with parents and carers in their homes. This list is harrowing but not exhaustive.”

Louise Bomber

“What about me?”


Adverse Childhood Experiences (ACE)

Film to be screened at Beech Lodge School – 13th February 2019 –contact us to reserve a place and more info


The 10 ACEs1. Parents divorced or separated

2. Physical abuse

3. Physical neglect

4. Emotional abuse

5. Emotional neglect

6. Sexual abuse

7. Witnessed domestic violence

8. Substance abuse in the household

9. Mental illness in the household

10. Family member in prison


The ACE Pyramid


Activity• In your envelope you have cards with common factors identified in Child Protection or Child in Need assessments in the UK in 2017 to 2018.

• Work together to place them in order with the most commonly occurring at the top and the least commonly occurring at the bottom

(Be strong…. resist using google!!)


Why do children end up in need?

0 50,000 100,000 150,000 200,000 250,000 300,000

Child sexualexploitation

Physical abuse

Alcohol misuse

Neglect

Drug misuse

Emotional abuse

Mental health

Domestic violence

Common factors identified in assessments 2017/18 England

Source: Department for Education


Strong protective factors

Weak protective factors

High level of stressLow level of stress

A B

C D


Biology


Brain developmentRule one:

Neurons that fire together, wire together

Rule two:

Use it or lose it


www.youtube.com/watch?time_continue=3&v=hVN0YzBVAKQ

Growing an emotional brain – YouTube film


http://www.youtube.com/watch?time_continue=3&v=hVN0YzBVAKQ

Typical brain development before birth• Begins in 3rd week of gestation

• Week 8: basic structures of the brain & central nervous system

• Rapid growth and increasing complexity of structure and nerve fibre pathways


Typical brain development before birth• Neuron production begins 42 days after conception

• Neurons migrate to different brain areas where they begin to make connections with other neurons establishing simple neural networks

• By the end of gestation major fibre pathways are complete


Typical brain development post birth• The brain increases in size four-fold during pre-school years

• The brain reaches 90% of adult volume by age six

• Structural changes continue throughout childhood and adolescence

• There is much more “connectivity” in childhood than in adulthood

• Experience determines which connections remain and which are “pruned” back


Adaptation• The brain adapts to enable the organism to survive

• The brain is more “plastic” in childhood than adulthood and so readily adapts

• Adaptation occurs in relation to the experiences the child has


Implications• The body remembers

• There are different sensitivities at different times (depending on which part of the brain is developing at the time of the trauma)

• Trauma during brain development has long lasting effects


Effects of Childhood Trauma• Insecure Attachment

• Sensory Processing Difficulties

• Emotional Dysregulation

• Dissociation

• Poor Cognitive Skills

• Poor Self Concept / Identity


AttachmentA child’s attachment is influenced by their early experiences of being parented.

• Secure attachment = caregiver responds sensitively, consistently and appropriately to the child’s needs. The child feels secure

• Insecure attachment = caregiver is abusive, neglectful and inconsistent. Secure attachment does not develop and the child is said to be ‘insecurely attached’.


Insecure Attachment• Externalising behavioural problems (aggression, defiance, hyperactivity)

• Low resilience

• Immature emotional & social functioning

• Poor language development

• Weak cognitive & executive functioning skills

• Difficulties planning, organising and completing tasks

• Struggles with transitions, loss and change

• Difficulties in friendships

• Inability to trust adults


Sensory Difficulties• Difficulty with concentration & attention

• Overwhelmed by noisy busy classrooms

• Difficulty throwing and catching a ball

• Difficulty with co-ordination and balance

• Poor handwriting and pencil grip

• Shutting down/zoning out frequently throughout the day


Emotional Dysregulation• Outbursts of anger and distress at small events• Immaturity in friendships – jealous, possessive, struggles to share • Too emotional to take on board new learning• Tearfulness and anxiety at drop off • Aggression, running off and hiding • Lying, stealing, hoarding • Disruptive in class • Restless, fidgety, moves about the classroom• Slowed down, unresponsive


Dissociation• Frequent day-dreaming & lack of focus

• Abilities to read, write, learn change drastically from one task to the next

• The child is forgetful or confused about things s/he should know, such as friends’ names

• Confusion about day and time

• Voice hearing


Poor Cognitive Skills• Difficulties problem solving• Struggles to complete a task• Unable to process information quickly • Cannot remember new information• Cannot put into words what they are thinking • Poor ability to read social cues • Cannot organise their belongings


Poor Self Concept / Identity• Being knocked back easily

• Becoming upset at failure

• Self doubt and self criticism

• Not trying for fear of failure


Case Studies and Activity


Break (half way!)


Development and trauma


Time

Dev

elop

men

t

Development may stall


Time

Dev

elop

men

t

Certain skills may be lost (e.g. emotional regulation or language)


Time

Dev

elop

men

t

Development may be slowed because conditions are not optimal


“Teachers who understand child development are more sensitive in their interactions with children”.

Bergin and Bergin 2009“Attachment in the classroom”


Understanding child development will help you differentiate for children’s behaviour…


Case example

ImpulsiveMAge 7

Generally ignores adults’ instructions and follows his own agenda

Does not take the impact of his behaviour on others into account

Just wants to play… but on his terms

Highly active

Steals from the teacher’s drawer

Brings objects from home and “guards” them


Self regulation in seven year oldsCoping

• Cognitive distraction

• Cognitive reframing

• Mental escape strategies (e.g. daydreaming)

• Mental representation of caregiver

• Problem solving


Self regulation in seven year oldsSelf control

• At six years understands “out of sight out of mind”

• Few angry outbursts and better control of temper

• Understands actions have consequences

• Accepts unfavourable decisions made by adults

• Able to reflect on past experiences and imagine possible behaviours and outcomes


The early stages of coping

0-2 years• Coping is mainly achieved via the caregiver

• Engages in some self soothing behaviours

• May have a comfort object

• Moves away from/ escapes from an undesirable situation

• Will use distraction (i.e. turn to a new play activity)


Case example: Coping

ImpulsiveM

Age 7

Generally ignores adults’ instructions and follows own agenda

Does not take into account the impact of his behaviour on others

Just wants to play… but on his terms

Highly active/short attention span

Steals from teacher’s drawer

Brings objects from home and guards them

Coping is mainly achieved via the caregiver (TA)

Engages in some self soothing behavioursMay have comfort object

….moves away from/ escapes from an undesirable situation

Will use distraction (i.e. turn to a new play activity)


A framework for emotional and social developmentNoun: Latin Fāgus (“beech”) – The Tree of Learning


Example Developmental Profile


Pupil C, 11 years

Pupil A, 7 years Pupil B, 12 years

Pupil D, 14 years


P.A.C.E

• Playfulness• Acceptance• Curiosity • Empathy

A way of thinking, feeling and communicating that aims to make the child feel safe. Focuses on the whole child, not the behaviour.

Dan Hughes – DDP (Dyadic Developmental Psychology) Network


Playfulness

CuriosityAcceptance

Empathy• Adults’ understanding of the child

is experienced and communicated

• A felt sense of the other’s actual experience

∙ Light- touch ∙ hopeful ∙ open ∙ spontaneous

opportunistic ∙ friendly ∙ positive

• Unconditional Positive Regard

• Everything the child does is accepted

• Behaviour is communication, accept the child’s communication

• Non-judgemental

• Adult does not know best

• Adult genuinely wants to know

• Adult has an active interest in the child’s experience

PACE


PACE ActivitySORT THE INTERVENTIONS INTO FIVE GROUPS


Any Questions?


Thank you• Where do you go from here?

• What changes will you make in your setting?

• How will you further your knowledge?• Workshop 2 – ACE’s – Impact Resilience and Response - Wed 23rd January• Workshop 3 – Working with Traumatised Children - Wed 27th March• Workshop 4 – Social & Emotional Wellbeing in the Classroom - Wed 1st May

• Resilience Film – Wed 13th February


Childhood Trauma in School - Emotional and Social Development€¦ · trauma? “Developmental...

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