students (Dutton & Rubinstein, 1995a; Figley, 1995a; Hakanen, - - PDF document

6/20/2017 1 A Pos

• sit

itive Education for

• r ALL

LL Stu tudents:

A developmentall lly-in informed approach ch to posit itive educatio ion for strugg gglin ling g students

Tom Brunzell

Senior Advisor Education, Berry Street Childhood Institute tbrunzell@berrystreet.org.au 0478 398 093

@TomBrunzell @BerryStreet #BSEM

Resistant students in school

Defiant behaviour Stress response 0 – 100 in 2 seconds Aggression & Anger Refusing to learn Bullying behaviours Disengagement, dissociation, or withdrawal

Literature Review: Teachers with Struggling Students

• Teachers can be impacted by trauma’s secondary

harmful effects and suffer burnout from job demands

(Dutton & Rubinstein, 1995a; Figley, 1995a; Hakanen, Bakker, & Schaufeli, 2006; McCann & Pearlman, 1990; Stamm, 1995)

• Up to 25% of teachers attribute problems with

disruptive student behaviour as their primary reasons for burnout

(Abel & Sewell, 1999; Betoret, 2009; Farber, 1991; Friedman, 1992, 2000; Gelman, 2008; Hakanen, Bakker, & Schaufeli, 2006; Kokkinos, 2007; Pines, 2002)

• Up to 50% of the teaching workforce is in transition
• r leaving the profession

(Lambert & McCarthy, 2006; Australian Education Union, 2006; Australian Primary Principals’ Association, 2007)

@TomBrunzell @BerryStreet #BSEM

6/20/2017 2

Trauma- Informed Positive Education

Transformed understandings

• f pedagogical

approach

Teacher personal wellbeing

• 1. Regulatory capabilities
• 2. Relational attachments
• 3. Wellbeing domains (i.e., PERMA)

Teacher workplace wellbeing

• 1. Regulatory capabilities
• 2. Relational attachments
• 3. Wellbeing domains (i.e., PERMA)

Student outcomes

(i.e., 2-years reading growth in 1-year)

My research suggests that when teachers implement trauma-informed positive education as pedagogical strategies, 3 things

• ccur:

Continuum 1:

In our campuses, we need to balance potentially confusing or opposite over-arching polarities:

Developmentally appropriate Age respectful

@TomBrunzell @BerryStreet #BSEM

CON ONSIDER a st strug ruggling ng young ng perso son n that t you work rk with: h:

TRAUMA’S EFFECTS

Shame Trust Empathy Stress Impulses

PHYSICAL needs EMOTIONAL needs COGNITIVE needs ENERGETIC needs SPIRITUAL needs

STRA TRATEGIES for

• r Teac

eachers

• Determine the unmet need the

student is trying to meet.

@TomBrunzell @BerryStreet #BSEM

6/20/2017 3

Continuum 2:

In our campuses, we need to balance potentially confusing or opposite over-arching polarities:

Predictable rhythm & structure Flexibility

@TomBrunzell @BerryStreet #BSEM

STRA TRATEGIES for

• r Teac

eachers

• Reframe every conversation, especially

difficult conversations, as an

• pportunity to build the relationship.

@TomBrunzell @BerryStreet #BSEM

Continuum 3:

In our campuses, we need to balance potentially confusing or opposite over-arching polarities:

Capacity Willingness

@TomBrunzell @BerryStreet #BSEM

Developmental practice for students and staff

@TomBrunzell @BerryStreet #BSEM

Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-Informed Positive Education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20, 63-83.

6/20/2017 4

STRA TRATEGIES for

• r Teac

eachers

• Determine if the student is

struggling due to a capacity to engage or a willingness to engage.

@TomBrunzell @BerryStreet #BSEM

Continuum 4:

In our campuses, we need to balance potentially confusing or opposite over-arching polarities:

Care/Service to others Care/Service to self

@TomBrunzell @BerryStreet #BSEM

Balancing the Scale

Compassion satisfaction Compassion fatigue (Stamm, 1995, 2005)

@TomBrunzell @BerryStreet #BSEM

STRA TRATEGIES for

• r Teac

eachers

• Pause. Breathe. Connect to your values of

empathy and compassion; and consider the relationship to the self as one framed by unconditional positive regard.

@TomBrunzell @BerryStreet #BSEM

6/20/2017 5

Publications:

Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed flexible learning: Classrooms that strengthen regulatory abilities. International Journal of Child, Youth and Family Studies, 7, 2, 218-239. DOI: 10.18357/ijcyfs72201615719 Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-Informed Positive Education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20, 63-83. DOI: 10.1007/s40688-015-0070-x Brunzell, T., Waters, L., & Stokes, H. (2015). Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, 85, 1, 3-9. Brunzell, T., Stokes, H., & Waters, L. (in progress). Teachers and secondary traumatic stress: Exploring the impacts on teacher practice and workplace wellbeing. Brunzell, T., Stokes, H., & Waters, L. (in progress). Meaningful work for trauma-informed teachers: Identifying understandings of meaningful work in teacher practice and workplace wellbeing. Brunzell, T., Stokes, H., & Waters, L. (in progress). Teaching wellbeing strategies to bolster academic learning within trauma-informed practice.

@TomBrunzell @BerryStreet #BSEM

STRA TRATEGIES for

• r Teac

eachers

1. Determine the unmet need the student is trying to meet. 2. Reframe every conversation, especially difficult conversations, as an opportunity to build the relationship. 3. Determine if the student is struggling due to a capacity to engage or a willingness to engage. 4.

• Pause. Breathe. Connect to your values of empathy and

compassion; and consider the relationship to the self as one framed by unconditional positive regard.

@TomBrunzell @BerryStreet #BSEM