Trauma-Informed Practices in the Afterschool Setting · Trauma-Informed Practices in the...
Transcript of Trauma-Informed Practices in the Afterschool Setting · Trauma-Informed Practices in the...
Trauma-Informed Practicesin the Afterschool Setting
Illinois Quality Afterschool WebinarFebruary 22, 2017
Presenters• Sarah Bowie, LCSW
Program Director, CompassAlternative Schools Network
• Keith Harris, LCSWProgram Clinician, Youth Scholars, Skills & ServicesAlternative Schools Network
• Michael Hannan21st CCLC Project DirectorAlternative Schools Network
• Danny Martinez (Moderator)Senior TA ConsultantAmerican Institutes for Research
Alternative Schools Network:Building Trauma-Informed Programs
SARAH J. BOWIE, LCSWPROGRAM DIRECTOR, COMPASS
KEITH HARRIS, LCSWPROGRAM CLINICIAN, YOUTH SCHOLARS, SKILLS & SERVICES (YS3)
Asn’s Youth Resilience Project
u Becoming a Trauma-Informed Schoolu At least a 2-year process
u Ongoing training/PD for all school staff
u Assessment of school policies and procedures
u Review of types of interventions/supports for students displaying trauma symptoms
u Data monitoring/screening
u Resource mapping of community partnerships
u Resilience Team meetings each month
Learning Objectives
u Participants will understand:u Definitions of and different types of trauma
u Prevalence of childhood trauma through the Adverse Childhood Experiences Study
u Impact of trauma on brain development and common reactions to trauma
u The Silver Lining: What we can do to create trauma-responsive afterschool programing
u Assessing your program
u Best practices
u Caring adults
Positive Outcomes of Becoming Trauma Informed u Increased
u student resilience u ability to focus/pay attention u attendance u graduation rates u academic achievement u prosocial behavior and improved mental health outcomes
u Improved u coping skills u classroom behavioru emotional and physical safety for students
u Decreased u discipline referralsu physical aggression incidentsu out-of-school suspensions
Guiding Principles of Trauma-Informed Practiceu Safety
u Trust
u Collaboration
u Empowerment/Choice/Voice
u Peer Support
u Culturally Responsive
Source: SAMHSA
https://www.samhsa.gov/samhsaNewsLetter/Volume_22_Number_2/trauma_tip/guiding_principles.html
Important to keep in mind
u Long-term process
u Reframing how we think of “bad” behavior
u You do not have to be a therapist to be therapeutic
u Invest your time on the front end – be proactive rather than reactive
u This is a relatively new field of study in educationand research is ongoing
What is trauma?
Definition of Childhood Trauma – The 3 Es
u An emotionally painful or distressful EVENT
u The EXPERIENCE of the event induces an abnormally intense and prolonged stress response
u The event and experience of the event result in lasting physical and mental EFFECTS
Source: SAMHSAhttp://store.samhsa.gov/shin/content/SMA14-4884/SMA14-4884.pdf
Complex trauma
u Exposure to multiple chronic, stressful events, often of an invasive, interpersonal nature, and the wide-ranging, long-term impact of this exposure
Source: National Child Traumatic Stress Network (www.nctsn.org)
Adverse Childhood experiences study (ACES)u 1998 – U.S. CDC’s landmark study
u 17,000 adults with private health insurance were surveyed
u Provided detailed information on their childhood experiences as they related to abuse, maltreatment, and family dysfunction
u ACE Indicators Includeu Emotional abuse
u Physical abuse
u Sexual abuse
u Physical neglect
u Emotional neglect
u Substance-using household member
u Household member with mental health issues
u Witnessed domestic violence
u Divorced parents
u Incarcerated family member
Source: CDChttps://www.cdc.gov/violenceprevention/acestudy/
ACES Pyramid
Trauma Exposure: ASN Mentoring program u Experienced Emotional Abuse u Experienced Physical Abuseu Experienced Violent Act(s) u Experienced Sexual Abuseu Witnessed Violent Act(s) u Witnessed Violent Death
How often do you think about these things?u All of the time 40.9%u Most of the time 18.2%
79.5%73.3%68.9%34.1%73.3%64.9%
3-year-old children
Trauma impacts brain development and function
Brain structure
The stress response
u Fight
u Flight
u Freeze
Reactions to traumatic exposure
u Behavioral/Socio-emotional
u Physical
u Cognitive
u Identity
Source: SAMHSA’s Project Thrive http://www.ccsme.org/userfiles/files/B2%20Project%20THRIVE.pdf
What can we do about it?TRAUMA EXPOSURE AND AFTERSCHOOL PROGRAMMING
Program self-Assessment
u What types of training/support do staff receive in regards to trauma and self care?
u Does your organization screen participants for trauma?
u What is the process for linking participants/parents to resources/coordinating care for trauma treatment?
u How is staff burnout assessed/addressed?
u What policies are in place for attendance, behavior, participation, and are they trauma informed?
u Are routines, activities structured with participants with a trauma history in mind?
Best practices
u Maintain structure and routines
u Provide safe spaces where youth can process situations
u Avoid power struggles
u Give students choice and sense of control when appropriate
u Be a source of unconditional positive regard
u Maintain high expectations
u Check your assumptions about youth
Best practices (cont’d)
u Integrate Restorative Justice practices and Social-Emotional Learning (life skills)
u Provide opportunities to belong and give back
u Practice mindfulness/meditation
u Move the body
u Teach techniques to help students self-soothe
u Keep a clean, organized physical environment
Your role
u Be Aware: Look for changes in behavior and be informed about signs and symptoms of trauma exposure
u Be Available: Listen to youth and help them to problem-solve
u Be Resourceful: Connect students to mental health professionals in your community
u Know yourself and your limits u Avoid re-traumatizationu REGULATE, RELATE, then REASON
The silver lining
u The brain is malleable and develops into the mid-to-late 20s
u Human beings are resilient
u Emotional regulation is like a muscle
u Protective factors make a difference
u Your programs can be safe spaces where healing can happen
Resources/training providers
u UCAN’s Peace Hub https://peacehubchicago.org/
u Ann and Robert Lurie Children’s Hospitalhttps://www.luriechildrens.org/en-us/for-healthcare-professionals/education_training/Pages/cbits-training.aspx
u Saint A’s 7 Essential Ingredients to Trauma-informed Care: http://www.sainta.org/trauma-informed-care/
u Cornell University’s Therapeutic Crisis Intervention for Schools, Residential Child Care Project http://rccp.cornell.edu/tci/tci-1_system.html
u Mindful Schools, Online meditation/mindfulness courses for educators http://www.mindfulschools.org/
u 101 Trauma-Informed Interventions, by Linda A. Curran
u The Body Keeps the Score, by Bessel Van Der Kolk
u The Boy Who Was Raised as a Dog, by Bruce Perry
u www.acesconnection.com
u Illinois ACES Response Collaborative
u Envioronmental Scan Report, http://www.hmprg.org/Programs/EnviroScan
Michael HannonAlternative Schools Network
QUESTIONS?
Contacts• Sarah Bowie
• Michael [email protected]
• Keith [email protected]
• Danny [email protected]
http://www.sedl.org/afterschool/iqa/index.html
ResourceDatabase
http://www.sedl.org/afterschool/iqa/iqa_database/resources
https://www.facebook.com/groups/IQA.SEDL/