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

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from a trauma informed wellbeing lens leonie abbott
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from a Trauma-Informed/Wellbeing Lens Leonie Abbott @BerryStreet - - PowerPoint PPT Presentation

Jan 04, 2023 21 likes •294 views

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

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Classroom Strategies in Action from a Trauma-Informed/Wellbeing Lens

cc: pHil____ - https://www.flickr.com/photos/66579298@N00

Leonie Abbott

@BerryStreet @leonieabbott #BSEM info@bsem.org.au

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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

  • n,

, 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

  • r Helen Stokes, Youth Research Centre

Dr Malcol

  • lm Turnbul

nbull

We help schools reach and teach struggling students

Jennifer Colechin

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Developmental practice for students and staff

  • STRATEGIES. BRAIN BREAKS. LESSON PLANS.

www.bsem.org.au

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SLIDE 4

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

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SLIDE 5

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

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SLIDE 6

Amyg mygdala ala

Emotion tional Recog

  • gnition
  • n via

ia scan of f envir ironmen ment “ALERT

ERT”

Locus s Ceruleu uleus

Anxie iety ty Actio tion

Run, n, Faint

Hyp ypoth thalamu alamus

Trigger ers s Re Respon sponse se

“What do I do- fight/flight/freeze” Rele eleases Co Cortis isol Adrenalin ine

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

  • nse!

e!

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SLIDE 7
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5 1 2 3 4 4 3 2 1 1st Time point Final Time point

Nathanson, L., Rivers, S. E., Flynn, L. M., & Brackett, M, A. (2016). and Australian Childhood Foundation (2010).

De-escalation zone = Ready to Learn

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SLIDE 9

The first strategy is to know yourself: Berry Street Clinicians practise self regulation

cc: anieto2k - https://www.flickr.com/photos/49703021@N00

  • 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.

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SLIDE 10

Teachers must hold up the mirror & be the role model of self regulation

cc: anieto2k - https://www.flickr.com/photos/49703021@N00

  • 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.

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SLIDE 11

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 Maintain a vision of the young person’s wholeness

Recall child

development

pathways

Call them

  • ut with

love in your voice

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SLIDE 12

cc: Evil Erin - https://www.flickr.com/photos/29333334@N06

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)

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SLIDE 13

cc: pedrosimoes7 - https://www.flickr.com/photos/46944516@N00

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
  • ur decisions is impacted.
  • Too much choice is called

decision fatigue and can cause us to make the wrong choice!

How How fai air r ar are e you

  • u be

befor fore e lu lunc nch?

(Danziger, Levav and Avnaim-Pesso, 2011)

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SLIDE 14

ATT TTACHMENT CHMENT (a re

a regu gulat ator

  • ry

y the heor

  • ry)

y)

Stro Strong ng at attac ached d relat ationshi ionships ps Co Co- Regula ulatio tion Se Self- Regula ulatio tion

‘Bringing kids into our calm’

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Wi Window ndow of

  • f Toler
  • lerance

ance

Our teac achin hing g challen hallenge ge is to ne

  • negotiate
  • tiate the

he int nternal rnal an and exter erna nal l stor

  • rms in

n ou

  • ur classr

assrooms.

  • oms.

Ogden, et al. (2006); Siegel, (1999).

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SLIDE 17

Classr lassrooms

  • oms 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

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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!!

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Teach self-regulation through predictable routines

cc: Topsy@Waygood - https://www.flickr.com/photos/92784762@N00

Conside sider: What predic ictable able ro routines nes do you have e each day y in your r class? ss?

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

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SE SELF LF-REG REGULA ULATION TION se self lf-rankin ranking g worksheet

  • rksheet

1 2 3 4 5

READY TO LEARN

P 77

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SLIDE 24

Your turn:

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SLIDE 25

cc: Rex Pe - https://www.flickr.com/photos/41087714@N00

Teach strategies to the whole class Reinforce learning with visuals, teacher practice and repetition So you can use the strategy in any ‘follow up’ conversations

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The same scene: Same moment you can observe What is the new imagined outcome as a result?

Teacher r Acti tion

What can you do to create a new, different, better

  • utcome?
  • 1. Start here.

What was the meltdown moment?

  • 2. What

happened just before?

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SLIDE 27

Developmental practice for students and staff

  • STRATEGIES. BRAIN BREAKS. LESSON PLANS.

www.bsem.org.au info@bsem.org.au