1. Beyond Housing Conference 2016
ICPH:
Beyond Housing Conference 2016
Jamie Meyer
Janelle Stewart

2. Metropolitan Ministries 2016
Sanctuary Institute Training
Metropolitan Ministries
2016

3. Metropolitan Ministries
Tampa, FL
Serving 100 families on-site with Preschool, Head Start, School and After School Programs

4. Sanctuary Sanctuary Organizational Change based on
safety for both those who receive services and those who provide them.
Jamie

5. SANCTUARY COMMITMENTS
The Four Pillars
SANCTUARY COMMITMENTS
SANCTUARY TOOLKIT
S.E.L.F
TRAUMA THEORY
Jamie

6. Emotional Intelligence Social Responsibility
The Seven Commitments
Nonviolence
Emotional Intelligence
Social Learning
Open Communication
Social Responsibility
Democracy
Growth & Change
Jamie

7. for the Developing Child
Video: Harvard Center
for the Developing Child
Jamie

8. Trauma trauma Coping Adversity Low Resource Stress Supports Exposure
Events
Exposure
Stress
Low Resource
Skills
Supports
Jamie

9. Trauma Theory Reframes the Problem: Reframes the Question:
Child is not sick or bad,
but has experienced trauma.
Reframes the Question:
Not “What is Wrong with You?”
But “What Has Happened to You?”
Jamie

10. Experience Study (ACE)
The Adverse Childhood
Experience Study (ACE)
Purpose:
Examine the health and social effects of adverse childhood experiences over the lifespan.
Jamie

11. CHILDHOOD ADVERSITY BY CATEGORIES
(18 years or younger)
Individual
Household
Psychological (by parents)
Substance Abuse
Physical (by parents)
Mental Illness
Sexual (anyone)
Parental separation/divorce
Emotional neglect
Mother Treated Violently
Physical neglect
Imprisoned Household Member
Jamie Trauma can include poverty, homelessness, etc. in addition to what was specifically studied in ACES.
©Sandra L. Bloom, M.D., 2008

12. “Things go in one ear and out the other!”
What We Say:
“Things go in one ear and out the other!”
Janelle

13. What We See: What We See: Children have difficulty retaining material
Children are easily distracted

14. What may be going on? Trauma results in attention to threat!
Survival: Only things that are tagged for danger are important or attended to.
Janelle

15. “He just can’t make friends. Nobody likes him.”
What We Say:
Janelle
“He just can’t make friends. Nobody likes him.”

16. What We See:
Poor social skills
Difficulty in relationships

17. What may be going on? Trauma causes disrupted attachments
Survival:
If loving and trusting leads to pain, don’t do it!
Trauma bonding
Survival Skill gone wrong!
Janelle

18. “She is a pathological liar!”
What We Say:
“She is a pathological liar!”

19. What We See: Her stories don’t make sense
She is not a very good liar – she gets caught a lot!
Janelle

20. What may be going on? What might be going on? Survival:
Trauma causes gaps in memory known as Dissociation
Survival:
We need things to make sense. We need to learn from our experiences. When we are missing pieces, we fill them in.
Janelle What do we mean by “a trauma-sensitive culture”
Responding to the needs of traumatized children
The ACEs study tells us that the majority of adults will be trauma survivors
So one thing it means is being sensitive to the reality of traumatic experience in the lives of most people
Knowing how trauma has affected individuals, families, and entire groups (Native American, African-American)

21. “It’s like a tornado hits wherever she goes!”
What We Say:
Janelle
“It’s like a tornado hits wherever she goes!”

22. What We See:
Causing chaos
Provoking others

23. What may be going on? What might be going on? Survival:
Trauma results in addiction to endorphins
Survival:
Adrenaline kicks in to give us extra strength and speed.
What do we mean by “a trauma-sensitive culture”
Responding to the needs of traumatized children
The ACEs study tells us that the majority of adults will be trauma survivors
So one thing it means is being sensitive to the reality of traumatic experience in the lives of most people
Knowing how trauma has affected individuals, families, and entire groups (Native American, African-American)

24. “It doesn’t’ take anything to set that boy off!”
What We Say:
“It doesn’t’ take anything to set that boy off!”

25. What We See:
Has a hair-trigger temper

26. What may be going on? Trauma results in flashbacks
Survival: Traumatic memory gets stored in a different part of our brains, and even in our bodies.

27. Trauma’s Impact on Academic Performance, Behavior, and Relationships
Learning to read, write, take part in a discussion, and solve mathematical problems requires attention, organization, comprehension, memory, the ability to produce work, engagement in learning, and trust.63 Another prerequisite for achieving classroom competency is the ability to selfregulate attention, emotions, and behavior.
2. Social and emotional communication Traumatized children may have a relationship to language that is different from that of their nontraumatized peers. Research suggests that communicative development is influenced by the interactive styles and social context in which early language is established
. Problem solving and analysis Coster and Cicchetti explain that traumatized children may have had “minimal experience using verbal problem-solving methods and little exposure to adults who encourage the kind of self-reporting of ideas or feelings often expected in a classroom setting.

28. The Role of Childcare Center in the lives of Traumatized children
Building secure Attachments between child and caregivers(s)
Enhancing self-Regulatory capacities
Increasing Competencies across multiple domains.
-The ARC model , Coatsworth
The Role of Childcare Center in the lives of traumatize children
or example, child-development psychologists Masten and Coatsworth explored the question of why many children develop competence even under adverse conditions, such as exposure to domestic violence, abuse, homelessness, war, and community violence. They found three key factors common to all competent children, whether or not they grow up in favorable circumstances: 1. a strong parent-child relationship, or, when such a relationship is not available, a surrogate caregiving figure who serves a mentoring role; 2. good cognitive skills, which predict academic success and lead to rule-abiding behavior; and 3. the ability to self-regulate attention, emotions, and behaviors.141 These authors explain that “poverty, chronic stress, domestic violence, natural disasters, and other high-risk contexts for child development may have lasting effects when they damage or impair these [three] crucial adaptive systems.”142 By the same token, they point out that bolstering these three key factors can help children be successful.

29. “Building a nonacademic relationship is one of the most effective ways for a teacher to help a traumatized child. When a child feels appreciated and cared for by a teacher, a sense of safety grows, and the child consequently becomes more open to learning.”

30. Emotional Intelligence Social Responsibility
The Seven Commitments
Nonviolence
Emotional Intelligence
Social Learning
Open Communication
Social Responsibility
Democracy
Growth & Change
Seven Commitments
The seven commitment help us to

31. Emotional Intelligence
Managing feelings so we don’t hurt ourselves
Democracy
Everyone has a voice in decision making with input from all levels.
Social Learning
Respecting and sharing ideas and learning from each other.
Commitment Why Do We Do This?
Nonviolence- Traumatized people/groups have often experienced violence as part of their trauma, either: physical, psychological, social and moral. This commitment attempts to give the opposite experience within the community.
Emotional Intelligence-Traumatized people/groups have often experienced insensitivity and disrespect regarding their behaviors or feelings. This commitment creates an environment in which community members understand the relationship between past experiences, emotions and behaviors and are able to respond and react to clients and each other with those relationships in mind.
Social Learning-Traumatized people/groups are often isolated as a way to self-protect and can become engaged in repetitive patterns of thinking and behavior. This commitment promotes collaborative thinking and problem solving to break dysfunctional and repetitive patterns through exposure to other’s perspectives and ideas. It also mitigates the isolating effects of shame by viewing mistakes as positive learning opportunities

32. Social Responsibility
Growth and Change
Overcoming negative patterns produced by trauma creates hope for better future.
Open Communication
Saying what we mean and not being mean when we say it.
Non-Violence
Overcoming negative patterns produced by trauma creates hope a better future.
Democracy-Many definitions of trauma include an overwhelming sense of helplessness during the event which can lead to learned helplessness in the future. Democracy requires active participation and empowerment in the service of replacing helplessness.
Open Communication-Secrecy is often a component of prolonged exposure to traumatic experiences (ie: sexual abuse, parental alcoholism). This commitment creates a community that tolerates expression of emotions and openly explores interpersonal and organizational issues.
Social Responsibility-Traumatized people/groups have often experienced injustice either during or in response to reporting a traumatic event. This commitment focuses on building a community in which people feel a sense of responsibility and care for each other and the group as a whole and in which people are held accountable for their actions.
Growth and Change-Traumatized people/groups can become paralyzed by their experiences so that they continue to relive or repeat the past in ways that prevent healing or growth. This commitment presents a framework to evaluate current behaviors while focusing on the future by setting achievable goals and breaking dysfunctional patterns.
Social Responsibility
Agreeing to take care of ourselves and our community

33. Question
Question?
What do the Seven Commitments look like in your classroom?
How can we measure?

34. About the CLASS system About the CLASS system
CLASS stands for Classroom Assessment Scoring System
The interactions teachers have with children impact learning, development—even lifelong achievement.
CLASS is the observation tool developed to assess these interactions: from infant care through 12th grade.

35. CLASS Crosswalk to Sanctuary
Sanctuary Seven Commitments
CLASS Indicators
Social Responsibility
Behavior Expectations
Teacher Sensitivity
Productivity
Social Learning
Regard for student Perspective
Quality of Feedback
Emotional Intelligent
Positive Climate
Non Violence
Behavior Management
Growth and Change
Concept Development
Instructional Learning Formats
Open communication
Language Modeling
Democracy

36. Video: Effective Teacher/ Child Interactions

37. Video: Circle of Security
Building seAttachment
Involving parents
cure Attachments between child and caregivers(s);

38. Baby Doll Circle Time
Baby Doll Circle time
Improves relationships between caregivers and children
Reduce the stress of out-of-home care
Utilize attachment, attunement and social play to wire the brain for optimal development
Help children develop healthy blueprints for self-regulation, relationships and sense of self

39. Video: Baby Doll Circle Time

40. Community Meetings Sanctuary Toolkit Safety Plans
S.E.L.F. Psychoeducation
Red Flag Reviews
S.E.L.F. Treatment Planning
Team Meetings
Jamie
Sanctuary Toolkit
©Sandra L. Bloom, M.D., 2008

41. Three Questions Community Meetings
How are you feeling? = emotional intelligence
What is your goal? = future
Who will you ask for help? = social connection
Jamie

42. Safety Plans Sanctuary Toolkit S.E.L.F. Psychoeducation
Community Meetings
Safety Plans
S.E.L.F. Psychoeducation
Red Flag Reviews
S.E.L.F. Treatment Planning
Team Meetings
Jamie
Sanctuary Toolkit
©Sandra L. Bloom, M.D., 2008

43. What is a Safety Plan?
A Safety Plan is a list of activities that a person can choose when feeling overwhelmed so that she/he can avoid engaging in unsafe behavior. 
Jamie

44. What kind of safety?
Physical
Psychological
Social
Moral
Jamie

45. Steps for Making a Safety Plan
Indentify which emotions are most challenging for you to manage.
Determine what situations might trigger these emotions.
Determine what behaviors you might exhibit when you feel these emotions.
List 5 things you can do to regulate.
Jamie

46. Hands on activities Hands On Activities
Small group transition activities
Calming kit (portable bags)
Songs
Baby doll circle time
Janelle

47. Questions

48. Resources http://thesanctuaryinstitute.org/

49. Contact Us www.metromin.org
Jamie Meyer, Senior Director of Education Programs
Janelle Stewart, Director of Promiseland