1. Learn the Child: Helping traumatised children to learn

2. © Kate Cairns Associates 2011 2 About trauma Trauma means injury In the context of recent research on brain function, trauma has a specialised meaning – it means acquired brain injury as a result of unregulated stress Usually stress is good for us – when we can regulate stress, it enables us to function at our best But when for some reason we are not able to regulate stress we receive an overdose of stress hormones that is toxic to the brain – traumatic stress Changed blood supply to key brain areas then leads to lasting injuries, from which we will need to recover Trauma is a normal part of human life

3. © Kate Cairns Associates 2011 3 What leads to unregulated stress? Two key factors The extent of the stress Our vulnerability – how able we are to self-regulate Some stress is so great that anyone would be injured by it Some people are so vulnerable that any stress may injure them Everyone is vulnerable to trauma Resilience and vulnerability change constantly

4. © Kate Cairns Associates 2011 4 The impact of trauma Traumatised people may find it difficult to: Self-regulate – stress, impulses, shame Process information accurately – make sense of the world around them and of their inner world of feelings Make and maintain relationships – understand and be interested in the inner world of others For children, these difficulties have an impact on the ability to learn and the ability to manage school In addition, those who live and work with the traumatised person may be affected by secondary trauma Attitudes and behaviour may change The network around the victim of trauma may disintegrate

5. © Kate Cairns Associates 2011 5 Vulnerable children and young people.... may be less able to self-regulate stress They may quickly become hyperaroused They may dissociate and be switched off They may alternate between these extremes They may be driven by unmet baby needs to generate stress in others around them, especially those with whom they have an attachment relationship.. are more likely to be traumatised Being unable to self-regulate they can be injured by stresses that would not injure someone more resilient They may be driven to seek out high-risk situations They may be targeted by perpetrators of harm

6. © Kate Cairns Associates 2011 6 What stops traumatised children learning? Regulatory disorders – challenging behaviour Stress – hyperarousal and dissociation Impulse – inability to manage or account for behaviour Shame – hypersensitivity to criticism or apparent lack of remorse

7. © Kate Cairns Associates 2011 7 What stops traumatised children learning? Processing disorders – impaired understanding The world around them – difficulty making sense of sensory information Their inner world – difficulty making sense of feelings

8. © Kate Cairns Associates 2011 8 What stops traumatised children learning? Social function disorders – social exclusion Understanding others – difficulty with empathy Feelings of worthlessness – difficulty with self-esteem Anhedonia – loss of the capacity for joy

9. © Kate Cairns Associates 2011 9 What helps traumatised children to learn? 1 Safety first: soothing hyperaroused children 2 Engaging: stimulating interest and teaching about trauma 3 Trusting and feeling: learning connectedness 4 Managing the self: regulating impulse and regulating the body 5 Managing feelings: choices and emotional processing 6 Taking responsibility: making sense of the world we share 7 Developing social awareness: learning self-control 8 Developing reflectivity: promoting self-esteem 9 Developing reciprocity: learning that life can be joyful

10. © Kate Cairns Associates 2011 10 Safety first: creating a safe space Attachment-related ideas Provide and sustain a relaxing environment Ensure that adults set the emotional tone Encourage and enable the child to turn to adults for soothing Bring relaxation into the awareness of the child and encourage practice Discourage dependence on high stimulus activities Trauma-related ideas Stay aware of the terror Think first of the physical environment: lowest level interventions Five senses tour of the environment Create safe spaces at home and at school Use self appropriately to deal with a terrified flight animal: voice, gestures, expression Use groupwork skills to create sense of safety

11. © Kate Cairns Associates 2011 11 Engaging: building a nurturing community Attachment-related ideas Provide appropriate environmental stimulation for adults and children Use storytelling and activities requiring use of the imagination Encourage expression of experience and development of emotional intelligence Bring dissociation into awareness, develop sense of protector self and observer self Trauma-related ideas Learning about the effects of trauma is part of the treatment Everyone around the child can contribute to this learning Each child needs us to learn how to teach them what they need to know Stories and metaphors are powerful tools for teaching about overwhelming events

12. © Kate Cairns Associates 2011 12 From an Ofsted report This is an outstanding school. Day by day, it significantly enhances the life chances of its pupils of all backgrounds and needs, and is rightly very highly regarded by parents and the local community. The pupils really enjoy coming to school; they are not completely uncritical but they recognise that their school truly cares for them and helps them make excellent progress. Every pupil matters and they know it.

13. © Kate Cairns Associates 2011 13 A safe space, a nurturing community Leadership Moral purpose and shared vision – school and community Honest evaluation and clear plans Staff commitment to do the best for all pupils Feeling valued Valuing training, assistance and guidance Systems Pastoral support and behaviour management Partnership Schools, local authority departments and community groups