from a Trauma-Informed/Wellbeing Lens Leonie Abbott @BerryStreet - PowerPoint PPT Presentation

Classroom Strategies in Action from a Trauma-Informed/Wellbeing Lens Leonie Abbott @BerryStreet @leonieabbott #BSEM info@bsem.org.au cc: pHil____ - https://www.flickr.com/photos/66579298@N00

We help schools reach and teach struggling students 14 140 years s in Victoria ria Fami mily y we welfar fare, e, clinical cal, , and education cation services ces Tom Brunze nzell, BS, MS, EdM, PhD Candidate Leonie Abbott tt , BEd, GCertBusAd, MAppPosPsych Jennifer Colechi hin , BA, BEd, MHSc(DisStuds), SpecCertCrim(Forensic Dis) Michele Sampson on , , DipTeach, GradDipEd Catheri rine McLenn nnan an , BA, GradDipPhil Orville Gardener , BSc Collaboration and Evaluation: Pro rofessor r Lea Water ters , Centre for Positive Psychology Dr Pe Peggy gy Kern Associat ate Pro rofessor or Helen Stokes , Youth Research Centre Dr Malcol olm Turnbul nbull Jennifer Colechin

STRATEGIES. BRAIN BREAKS. LESSON PLANS. Developmental practice for students and staff www.bsem.org.au

TRAUMA-INFORMED PRACTICE is helping students meet two core areas required for successful learning: • Healing relational capacities • Healing self-regulatory abilities (Brunzell, Stokes, & Waters, 2016) cc: Andrés Navarro García - https://www.flickr.com/photos/28662978@N00

POSITIVE ED-INFORMED PRACTICE is helping students flourish: • Self-regulation • Love (Attachment strength) • Gratitude • Curiosity • Hope • Social Intelligence • Zest (Wagner & Ruch, 2015) cc: JanetR3 - https://www.flickr.com/photos/54060879@N02

Ins nstant antaneous aneously ly occ ccur urs s in n the he Pr Primal mal Par Part of f our ur br brai ains. ns. Our ur Su Survi vival al Respons onse! e! Locus s Ceruleu uleus Anxie iety ty Actio tion Run, n, Faint Amyg mygdala ala Emotion tional Recog ognition on via ia scan of f envir ironmen ment “ ALERT ERT ” Hyp ypoth thalamu alamus Rele eleases Trigger ers s Re Respon sponse se Cortis Co isol “What do I do - Adrenalin ine fight/flight/freeze”

1 2 3 4 De-escalation zone = 5 Ready to Learn 4 3 2 1 1 st Time point Final Time point Nathanson, L., Rivers, S. E., Flynn, L. M., & Brackett, M, A. (2016). and Australian Childhood Foundation (2010).

The first strategy is to know yourself: Berry Street Clinicians practise self regulation • The therapist must be self-regulated in difficult interactions with their clients. • The therapist must look deeply inside their own values and their own triggers prior to working with clients. • When we are triggered our negativity bias influences our stress response and we are not able to think logically, clearly and expansively. cc: anieto2k - https://www.flickr.com/photos/49703021@N00

Teachers must hold up the mirror & be the role model of self regulation • The teacher must look deeply inside their own values and their own triggers prior to working with students . • The teacher must be self-regulated in difficult interactions with their students . • It is not easy but we teachers we need to think logically, clearly and expansively when we are triggered by student actions, comments or admissions. cc: anieto2k - https://www.flickr.com/photos/49703021@N00

Bu Build ild you your r own wn self lf-regulation regulation wi with h Un Unconditional conditional Posi Positive tive Regar gard Separate the young person from their behaviour Recall child development pathways Maintain a Call them vision of the out with young love in your person’s voice wholeness

Your r abi bility lity to self lf regulat gulate e is is im impa pact cted ed by: • Resistance to persuasion – constant peer pressure (W (Wheeler, , Briñ Briñol & Her Hermann, 2007 2007) • La Lack of f sle leep (Ch (Chris istian & El Elli lis, s, 201 2011) • Temptation (Tang & Su Sutarso so, 2013) 2013) • Trait anger (Restu tubog, , Gar Garcia, Wang & Che Cheng, g, 2010 2010) • Psychological contract breach (Bor (Bordia, Res estubog & Tang, g, 2008) 2008) cc: Evil Erin - https://www.flickr.com/photos/29333334@N06

De Decision cision Fatigue igue and d Self lf Regulation gulation • Like a muscle, once ‘spent’ it is hard to exercise it again and again. • The more choices we are forced to make the more the quality of our decisions is impacted. • Too much choice is called decision fatigue and can cause us to make the wrong choice! (Danziger, Levav and Avnaim-Pesso, 2011) How How fai air r ar are e you ou be befor fore e lu lunc nch? cc: pedrosimoes7 - https://www.flickr.com/photos/46944516@N00

ATT TTACHMENT CHMENT (a re a regu gulat ator ory y the heor ory) y) Stro Strong ng Co Co- Self- Se at attac ached d Regula ulatio tion Regula ulatio tion relat ationshi ionships ps ‘Bringing kids into our calm’

Wi Window ndow of of Toler olerance ance Ogden, et al. (2006); Siegel, (1999). Our teac achin hing g challen hallenge ge is to ne o negotiate otiate the he int nternal rnal an and exter erna nal l stor orms in n ou our classr assrooms. ooms.

Classr lassrooms ooms and d the wi window dow of toler lerance ance Th The e im impac pact t of stres ess s on le learning ning Developmental delays Hypervigilance Disruptions Impulsivity Concentration issues (Sleep Disturbance) NEED for CONTROL Learn arning ing challenges allenges can n be be pe percei ceived ved as s THREA REAT THR HREA EAT T is is anything thing unpr predict edictable able

Unpredict redictability ability = R = RIS ISK • The need for power is all about building predictability! • Brodie is familiar with adults yelling at him when he messes up so that’s why he ‘throws’ the room – even though it is maladaptive… It is predictable!!

Conside sider: Teach self-regulation What predic ictable able through predictable routines routines ro nes do you have e each day y in your r class? ss? cc: Topsy@Waygood - https://www.flickr.com/photos/92784762@N00

Wh Whic ich h CAR AR are e YOU OU toda day? y?

SE SELF LF-REG REGULA ULATION TION se self lf-rankin ranking g worksheet orksheet 1 2 3 4 5 READY TO LEARN P 77

Your turn:

Reinforce learning with So you can use the Teach strategies cc: Rex Pe - https://www.flickr.com/photos/41087714@N00 visuals, teacher practice strategy in any ‘follow to the whole class and repetition up’ conversations

2. What 1. Start here. happened What was the just before? meltdown The same scene: moment? Same moment you can observe What can you do to create a new, What is the new different, better imagined outcome outcome? as a result? Teacher r Acti tion

STRATEGIES. BRAIN BREAKS. LESSON PLANS. Developmental practice for students and staff info@bsem.org.au www.bsem.org.au