1. Together we win
A Relational Approach to Help the Traumatized Student – Based on the book, Help for Billy

2. Andy and Billy

4. Changing the Window
Increasing stress tolerance Neuroplasticity of the of the Nervous system can provide the answers for change and healing

6. Equals a chance for Change
Healthy teacher-student relationship
Regulated environment
Meeting the children’s emotional needs
Reducing stress that leads to overwhelm
Equals a chance for Change

7. Ask the Right Questions
Asking the right questions takes as much skill as giving the right answers –Robert Half

8. “How can I change Billy’s behavior?”
VS. “What is driving Billy’s behavior?”
What Else is really going on here? What does this child need? How can I change my perspective? What keeps me only looking at the behavior What is the Behavior communicating right now What in the environment could be triggering the behavior?

9. “What can I do at this very moment to improve my relationship with Billy?”

10. Create a classroom designed for regulation
The Classroom
Create a classroom designed for regulation
Rocking Chair, pacing, standing exercises, movement, breathing exercises

11. Classroom Designed for Regulation
Take time to greet students. “welcome, this class would not be the same without you.” Recognize moods and help regulate Listen Take interest in what’s important with each student Asking Billy to help, and let them help Stay in a warm place in your heart

12. Social and Emotional Issues
Mastery of social skills directly impacts a child’s academic performance

13. What is Driving Billy’s Inability to Socialize Appropriately?
1. Socially immature- A kindergartner in a 3rd graders body. 2. Not a social thinker- difficult time reading tone, facial cues, and feelings 3. Terrified of rejection – Traumatized kids live in a state of fear every moment of every day.

14. Teaching the Traumatized Student the Four L’s
Language- need help learning social language, identifying emotions and connecting them to words Logic- Help Billy to think rationally and away from magical thinking Learning- Training Billy’s brain to properly interpret social cues and facial expression. The inability to form social relationships should be considered equal to a dyslexic student Listening- listening drills that practice keeping focused with good eye contact may be required

15. If you want children to be motivated they have to be regulated
If you want to increase academic achievement, increase relationship.
If you want children to be motivated they have to be regulated

16. Teachers
Redefining the teacher-student relationship Humans are species designed to be in a relationship. Relationships define Humanity First priority in the classroom, even over learning should be the teacher-student relationship Relationships bring security and safety

17. Relationship Entrainment – process of actively changing the natural patterns of one object, or person, to the patterns of another object or person
Institute of Heartmath has been studying the heart’s impact on the brain. The heart creates times more amplitude than the brain. The cardiac field extends about 10 feet away from the body.
A person’s heart beat can be measured in another person’s brainwave influencing their mood, attitudes, and feelings.

19. Cultural and Personal Beliefs
“I have to get Billy to behave! I do not want to be seen as a bad teacher

20. Teacher subconsciously correlates Billy’s behavior to the effectiveness of being a teacher. She puts stress on Billy to behave.
Billy feels this stress and due to his high sensitivity to stress he acts out.
Teacher interprets this behavior to mean she is ineffective. This is uncomfortable feeling for her, so she works harder for Billy to behave in order to settle her own nervous system.
Billy feels this stress, cannot sustain his own regulation, and his negative behaviors intensify.
The teacher feels worse and moves to feeling overwhelmed, ineffective, unworthy, and increases intensity toward Billy to get his act together.
Billy knows only how to react and is now caught in a negative feedback look and escalates even more into his negativity.

21. The cord must be cut between the teacher’s effectiveness and the student’s behavior

22. Being aware of our windows of stress tolerance
Unfinished business
Being aware of our windows of stress tolerance

23. In closing  Relational Influences create motivation
“What can I do right now to connect with this child?”
If you want your student to be motivated they have to be regulated

24. References:
Help For Billy, by Heather T. Forbes, LCSW