1. The Impact of Trauma and Social Emotional Development on Learning and Life St. Louis Learning Disabilities Association (LDA) 13537 Barrett Pkwy Dr Suite 110 Ballwin MO 63021 | ph: 314 966 3088 | www.ldastl.org

2. Objectives What is trauma How does it impact brain and social emotional development How it both impacts learning and the life of a child Understanding behavior Strategies Self Care

3. What is Trauma Defined as an experience that threatens life or may cause physical injury and is so powerful and dangerous that it overwhelms the child’s capacity to regulate emotions Generally, traumatic events evoke feelings of extreme fear and helplessness Reactions to traumatic events are determined by the subjective experience of the child, which could be impacted by developmental and cultural factors What is extremely traumatic for one child may be less so for another

4. Childhood trauma… …can be any negative experience that causes major stress for an infant or child, interfering with a child’s social emotional and cognitive development

5. Quick Overview of Brain Development Grown Child’s Brain – ◦ synapses organize the brain ◦ by age 3 the brain has reached almost 90% of it adult size Pre puberty – ◦ frontal lobe growth spurt – governs planning, impulse control and reasoning ◦ goes through a process of pruning synapses – somewhat like the infant and toddlers brain ◦ still the age of impulsivity until their frontal lobes are matured. Adolescent Brain Development – ◦ brain tissue continues to develop sometimes until the age of 32 – typically though mid-twenties Young Adult – ◦ the brain develops more myelin to insulate the nerve fibers and speed neural processing – occurs in the frontal lobe

6. The concept of resilience It is the processes by which children develop into well-adjusted adults despite adverse circumstances Brain plasticity – the ability of the brain to respond to experience by modifying its structure and function

7. Impact on Social and Emotional Development Surviving or Thriving?

9. Social Emotional Development: Attunement and Attachment Attunement impacts emotions – development and regulation – it is how attachment happens Attachment develops over time and impacts the ability to form relationships and interact with others

10. Attunement and Attachment How do these develop Young children are developing communication, empathy, relationships, self-awareness, self-regulation and a basic sense of self Inconsistency in young years can undermine healthy development – inconsistent caregivers This makes young children especially vulnerable to the impact of trauma https://www.youtube.com/watch?v=C8ZTx1AEup4

11. Conditions that support human development Protection and nurturance from adults Opportunities to explore and learn from the environment Experiences are encoded in the brain through learning and memory – pleasant and unpleasant

12. Stress: Positive stress – ◦ moderate, brief and generally a normal part of life. Such as entering a new child care or school setting ◦ Learning to adjust to this type of stress is an essential component of healthy development. Tolerable stress – ◦ Events that have the potential to alter the developing brain negatively ◦ Occur infrequently and give the brain time to recover – death of a love one Toxic stress – ◦ Strong, frequent and prolonged activation of the body’s stress response system – chronic neglect or traumatic event

13. Situations that can be stressful or traumatic: Physical or sexual abuse Caregiver’s substance abuse Abandonment Neglect The death or loss of a loved one Life-threatening illness in a caregiver Witnessing domestic violence Automobile accidents or other serious accidents Bullying Life-threatening health situations and/or painful medical procedures Witnessing or experiencing community violence (e.g., shootings, stabbings, robbery, or fighting at home, in the neighborhood, or at school) Witnessing police activity or having a close relative incarcerated Life-threatening natural disasters Acts or threats of terrorism (viewed in person or on television) Living in chronically chaotic environments in which housing and financial resources are not consistently available

14. PTSD and the brain When posttraumatic stress disorder (PTSD) occurs, the brain gets stuck in the trauma and relives it over and over again. Reminders of the trauma can trigger a flood of stress hormones before a child even knows what is happening. Symptoms of childhood PTSD include: ◦ Zoning out, ◦ withdrawing ◦ Sleep problems such as night terrors or repeated night waking ◦ Loss of developmental skills such as a child who is learning to speak suddenly stops talking, ◦ violent play such as acting out threats and physical attacks with toys over and over again

15. What you might observe in Preschool children: Remember, young children do not always have the words to tell you what has happened to them or how they feel. Behavior is a better gauge and sudden changes in behavior can be a sign of trauma exposure. Separation anxiety or clinginess towards teachers or primary caregivers Regression in previously mastered stages of development (e.g., baby talk or bedwetting/toileting accidents) Lack of developmental progress (e.g., not progressing at same level as peers) Re-creating the traumatic event (e.g., repeatedly talking about, “playing” out, or drawing the event) Difficulty at naptime or bedtime (e.g., avoiding sleep, waking up, or nightmares) Increased somatic complaints (e.g., headaches, stomachaches, overreacting to minor bumps and bruises) Changes in behavior (e.g., appetite, unexplained absences, angry outbursts, decreased attention, withdrawal) Over- or under-reacting to physical contact, bright lighting, sudden movements, or loud sounds (e.g., bells, slamming doors, or sirens) Increased distress (unusually whiny, irritable, moody) Anxiety, fear, and worry about safety of self and others Worry about recurrence of the traumatic event New fears (e.g., fear of the dark, animals, or monsters) Statements and questions about death and dying

16. What you might observe in school age students: Anxiety, fear, and worry about safety of self and others (more clingy with teacher or parent) Worry about recurrence of violence Increased distress (unusually whiny, irritable, moody) Changes in behavior: Increase in activity level Decreased attention and/or concentration Withdrawal from others or activities Angry outbursts and/or aggression Absenteeism Distrust of others, affecting how children interact with both adults and peers A change in ability to interpret and respond appropriately to social cues Increased somatic complaints (e.g., headaches, stomachaches, overreaction to minor bumps and bruises) Changes in school performance Recreating the event (e.g., repeatedly talking about, “playing” out, or drawing the event) Over- or under-reacting to bells, physical contact, doors slamming, sirens, lighting, sudden movements Statements and questions about death and dying Difficulty with authority, redirection, or criticism Re-experiencing the trauma (e.g., nightmares or disturbing memories during the day) Hyperarousal (e.g., sleep disturbance, tendency to be easily startled) Avoidance behaviors (e.g., resisting going to places that remind them of the event) Emotional numbing (e.g., seeming to have no feeling about the event)

17. Trauma Leads to Other Health Problems Children who experience trauma are more likely to have health problems such as bedwetting, stomach problems, and chronic headaches.

18. Remember resilience Some children, if given support, will recover within a few weeks or months from the fear and anxiety caused by a traumatic experience. However, some children will need more help over a longer period of time in order to heal and may need continuing support from family, teachers, or mental health professionals. Anniversaries of the events or media reports may act as reminders to the child, causing a recurrence of symptoms, feelings, and behaviors.

19. Children who have experienced traumatic events may have behavioral problems, or their suffering may not be apparent at all. It is important to be aware of both the children who act out and the quiet children who don’t appear to have behavioral problems. These children often “fly beneath the radar” and do not get help. In any situation where there is a possibility of abuse you may be legally required to report the information to social services or law enforcement. Be alert to the possibility of misdiagnosis due to the many presentations of trauma-related anxiety. For instance, many behaviors seen in children who have experienced trauma are nearly identical to those of children with developmental delays, ADHD and other mental health conditions. Without recognition of the possibility that a child is experiencing childhood traumatic stress, adults may develop a treatment plan that does not fully address the specific needs of that child with regard to trauma.

20. Impact on the brain and Social Emotional Development First impressions last a lifetime. A child’s brain will blossom from lots of positive, nurturing experiences Negative experiences have the opposite effect on brain development— trauma can leave a lasting imprint on the developing brain. The younger a child is, the more vulnerable their brain is to the effects of trauma

21. Trauma Interferes with Learning When children feel calm and safe, they focus their energy on learning Children who are dealing with trauma are often in a chronic state of crisis They focus on trying to feel “OK” or normal This compromises their ability to learn Traumatized children have more speech problems and difficulty learning how to read.

22. Statically Speaking… One out of every 4 children attending school has been exposed to a traumatic event that can affect their social development impacting learning and/or behavior.

23. Let’s review the facts….

24. FACT: Impact on School Performance Lower GPA Higher rate of school absences Increased drop-out More suspensions and expulsions Decreased reading ability

25. FACT: Impair Learning Single exposure to traumatic events may cause jumpiness, intrusive thoughts, interrupted sleep and nightmares, anger and moodiness, and/or social withdrawal—any of which can interfere with concentration and memory. Chronic exposure to traumatic events, especially during a child’s early years, can: Adversely affect social and emotional development attention, memory, and cognition Reduce a child’s ability to focus, organize, and process information Interfere with effective problem solving and/or planning Result in overwhelming feelings of frustration and anxiety

26. FACT: Physical/ Social and Emotional Distress Physical symptoms like headaches and stomachaches Poor control of emotions Inconsistent academic performance Unpredictable and/or impulsive behavior Over or under-reacting to bells, physical contact, doors slamming, sirens, lighting, sudden movements Intense reactions to reminders of their traumatic event: ◦ Thinking others are violating their personal space, i.e., “What are you looking at?” ◦ Blowing up when being corrected or told what to do by an authority figure ◦ Fighting when criticized or teased by others ◦ Resisting transition and/or change

27. FACT: You can help a child who has been traumatized… Maintain routines. ◦ Any “normalcy” will communicate the message that the child is safe and life will go on. Understand that children cope by re-enacting trauma through play or through their interactions with others. ◦ Resist their efforts to draw you into a negative repetition of the trauma. For instance, some children will provoke teachers or care giving adults in order to replay abusive situations at home.

28. Safe Emotional Environment Give children choices. Often traumatic events involve loss of control and/or chaos, so you can help children feel safe by providing them with some choices or control when appropriate. Provide a safe place for the child to talk about what happened. Set aside a designated time and place for sharing to help the child know it is okay to talk about what happened. Be aware of other children’s reactions to the traumatized child and to the information they share. Protect the traumatized child from peers’ curiosity and protect peers from the details of a child’s trauma.

29. Safe Physical Environment Be sensitive to the cues in the environment that may cause a reaction in the traumatized child. ◦ For example, victims of natural storm-related disasters might react very badly to threatening weather or storm warnings. ◦ Children may increase problem behaviors near an anniversary of a traumatic event. Anticipate difficult times and provide additional support. ◦ Many kinds of situations may be reminders. ◦ If you are able to identify reminders, you can help by preparing the child for the situation. Warn children if you will be doing something out of the ordinary, such as turning off the lights or making a sudden loud noise.

30. The Learning Environment While a traumatized child might not meet eligibility criteria for special education, consider making accommodations and modifications to academic work for a short time, even including these in a 504 plan. You might: ◦ Shorten assignments ◦ Allow additional time to complete assignments ◦ Give permission to leave class to go to a designated adult (such as a counselor or school nurse) if feelings become overwhelming ◦ Provide additional support for organizing and remembering assignments

31. The Behavioral Environment Set clear, firm limits for inappropriate behavior and develop logical—rather than punitive— consequences. Recognize that behavioral problems may be related to trauma. Remember that even the most disruptive behaviors can be driven by trauma-related anxiety.

32. Understanding behavior…

34. Collect data on persistent behavior to track the occurrences Data Collection for: __________________________ Behavior Observed: _________________________ _ Time Mon.Tues.Wed.Thurs.Fri. 8:00-9:00 9:00-10:00 10:00-11:00 11:00-12:00 12:00-1:00 1:00-2:00 2:00-3:00 3:00-4:00

35. Pic/Nic Analysis AntecedentsBehaviorConsequencesPositive/ Negative Immediate/ Future Certain/ Uncertain

36. When should a referral be made for additional help for a traumatized child? When reactions are severe (such as intense hopelessness or fear) or go on for a long time (more than one month) and interfere with a child’s functioning, give referrals for additional help. As severity can be difficult to determine—with some children becoming avoidant or appearing to be fine (e.g., a child who performs well academically no matter what)—don’t feel you have to be certain before making a referral. Let a mental health professional evaluate the likelihood that the child could benefit from some type of intervention.

37. Tips for care givers and teachers 1. Be aware of the signs. of compassion fatigue: Increased irritability or impatience with students Difficulty planning classroom activities and lessons Decreased concentration Denying that traumatic events impact students or feeling numb or detached Intense feelings and intrusive thoughts, that don’t lessen over time, about a student’s trauma Dreams about students’ traumas 2. Don’t go it alone. Anyone who knows about stories of trauma needs to guard against isolation. While respecting the confidentiality of your students, get support by working in teams, talking to others in your school, and asking for support from administrators or colleagues. 3. Recognize compassion fatigue as an occupational hazard. When an educator approaches students with an open heart and a listening ear, compassion fatigue can develop. All too often educators judge themselves as weak or incompetent for having strong reactions to a student’s trauma. Compassion fatigue is not a sign of weakness or incompetence; rather, it is the cost of caring. 4. Seek help with your own traumas. Any adult helping children with trauma, who also has his or her own unresolved traumatic experiences, is more at risk for compassion fatigue. 5. If you see signs in yourself, talk to a professional. If you are experiencing signs of compassion fatigue for more than two to three weeks, seek counseling with a professional who is knowledgeable about trauma. 6. Attend to self care. Guard against your work becoming the only activity that defines who you are. Keep perspective by spending time with children and adolescents who are not experiencing traumatic stress. Take care of yourself by eating well and exercising, engaging in fun activities, taking a break during the workday, finding time to self-reflect, allowing yourself to cry, and finding things to laugh about.

38. When to seek self care? Seek support and consultation routinely for yourself in order to prevent “compassion fatigue,” also referred to as “secondary traumatic stress.” Be aware that you can develop compassion fatigue from exposure to trauma through the children with whom you work.

39. Thank you Questions…

40. Sources http://www.instituteforsafefamilies.org/sites/default/files/isfFiles/The_Amazi ng_Brain-2.pdf http://www.instituteforsafefamilies.org/sites/default/files/isfFiles/The_Amazi ng_Brain-2.pdf https://www.childwelfare.gov/pubPDFs/brain_development.pdf https://www.youtube.com/watch?v=C8ZTx1AEup4 https://www.youtube.com/watch?v=QTsewNrHUHU http://rems.ed.gov/docs/nctsn_childtraumatoolkitforeducators.pdf Young Exceptional Children. Nov. 1997 (1) pp. 2-8. “Keys to Being Successful When Confronted with Challenging Behaviors” by Strain, P. & Hemmeter, M. Teaching Exceptional Children. Spring 1993. Special Focus: Functional Assessment. Technical Assistance Bulletin. Nov. 1999. Issues in Education. Missouri Dept. of Elementary and Secondary Education Center for Innovation in Special Education.