FARNSWORTH UPPER
Trauma Informed Newsletter - DECEMBER 2015 Edition
CREATING A SENSE OF SAFETY
Hello again,
This month's featured topic is "Creating A Sense of Safety". Highlights include key vocabulary, concepts, questions, and self-care. It is difficult at this time of year for staff to consider safety, when students are anxious and restless, as we approach the holidays and winter break. It is twice the challenge to maintain safety for those students, who are hypervigilant. However, creating a sense of safety is a crucial component of being a Trauma Informed school.
From last month's edition, we learned that trauma has changed the brain structures of our student so their worldview is one of constant threat and danger. When students are triggered they re-experience the fear and terror in their bodies. The prefrontal cortex goes off-line and students respond in primitive ways, because the limbic system in their brain takes over. This is an adaptive response; our brains were designed to do this to keep us safe. However, the student's primitive response often looks like manipulation, defiance, and aggression and our tendency then is to respond with external controls (focusing on behavior.) This may keep students safe, but it doesn't build capacity in our students. Our mantra should be, "mentor, not monitor."
Lastly, don't forget to take care of yourself. It certainly has been a challenging fall/winter, and often we are the ones absorbing the stresses around us. Please take some time for yourself over the break and don't forget to engage in self-care activities that are renewing to you.
See you again in the next edition next year!
This month's featured topic is "Creating A Sense of Safety". Highlights include key vocabulary, concepts, questions, and self-care. It is difficult at this time of year for staff to consider safety, when students are anxious and restless, as we approach the holidays and winter break. It is twice the challenge to maintain safety for those students, who are hypervigilant. However, creating a sense of safety is a crucial component of being a Trauma Informed school.
From last month's edition, we learned that trauma has changed the brain structures of our student so their worldview is one of constant threat and danger. When students are triggered they re-experience the fear and terror in their bodies. The prefrontal cortex goes off-line and students respond in primitive ways, because the limbic system in their brain takes over. This is an adaptive response; our brains were designed to do this to keep us safe. However, the student's primitive response often looks like manipulation, defiance, and aggression and our tendency then is to respond with external controls (focusing on behavior.) This may keep students safe, but it doesn't build capacity in our students. Our mantra should be, "mentor, not monitor."
Lastly, don't forget to take care of yourself. It certainly has been a challenging fall/winter, and often we are the ones absorbing the stresses around us. Please take some time for yourself over the break and don't forget to engage in self-care activities that are renewing to you.
See you again in the next edition next year!
KEY VOCABULARY AND CONCEPTS TO KEEP IN MIND
TRIGGERS
Any stimulus that acts as a reminder of past overwhelming experiences and leads to the same set of behaviors or emotions that originally developed as an attempt to cope with the experience.
Common triggers for students include:
HYPERVIGILANCE
A persistent expectation of danger that causes constant scanning of the environment.
The lack of a sense of safety is a defining feature of trauma. Trauma has changed the brain structures of our students so that their worldview is one of constant threat and danger. It is important to:
1) Understand a student's trigger.
2) Communicate with others when a trigger is identified.
3) Reduce risk by reducing exposure to unnecessary
trauma reminders.
4) Enhance capacity/ability to cope and regulate.
Any stimulus that acts as a reminder of past overwhelming experiences and leads to the same set of behaviors or emotions that originally developed as an attempt to cope with the experience.
Common triggers for students include:
- Time Out ( especially for those who have experienced
- Separations (arrival and dismissal)
- Not being in charge
- Feeling incapable
- Reminders of loss
HYPERVIGILANCE
A persistent expectation of danger that causes constant scanning of the environment.
The lack of a sense of safety is a defining feature of trauma. Trauma has changed the brain structures of our students so that their worldview is one of constant threat and danger. It is important to:
1) Understand a student's trigger.
2) Communicate with others when a trigger is identified.
3) Reduce risk by reducing exposure to unnecessary
trauma reminders.
4) Enhance capacity/ability to cope and regulate.
SOME QUESTIONS TO PONDER ABOUT
How does a child’s world view change when they live with violence? Severe mental illness of a parent? Drug or alcohol abusing parents?
What does emotional safety mean to you? Discuss emotional safety in the context of school. What makes a school or classroom unsafe emotionally?
Think of a time you were afraid, or worried? How does fear affect one’s thinking, concentration and learning?
What can you do to make your classroom and your school a safe place for staff and students?
SELF CARE
Self-Care as an Ethical Obligation
Remember these quotes and remember that self-care is important.
“We can’t teach what we don’t know. We can’t lead where we won’t go.” Malcolm X
“You cannot give away that which you do not have.”
Juli Alvarado- Coaching For Life
Self-Care is Prevention
Begin by saying out loud:
Education is a demanding and often grueling profession.
Cultivate Self-Empathy.
Refocus on the Rewards of the profession. Notice the amazing impact you can have on others.
Practice self-care mindfully.
If you see someone struggling, reach out to them.
Promote Resiliency:
Must be well rested--resiliency sags when you are tired.
Utilize your positive supportive connections to process your feelings.
Practice turning negative thoughts into positives.
Research shows those who can “turn off thoughts about work” are more resilient during their careers.
Maintain strong connections with others.
Talk about your challenges, accomplishments, worries and
frustrations with someone you trust.
Disconnect from work when you are at home.
Maintain your boundaries—say no when you need to, take
breaks, eat lunch, go home at the end of the day.
Get medical treatment for those symptoms that are interfering with your daily functioning—or counseling.
Implement regular mini-escapes in your life, like recreation, creative therapies or other healthy diversion from the intensity of your work.
Don’t medicate with drugs or alcohol.
Remember these quotes and remember that self-care is important.
“We can’t teach what we don’t know. We can’t lead where we won’t go.” Malcolm X
“You cannot give away that which you do not have.”
Juli Alvarado- Coaching For Life
Self-Care is Prevention
Begin by saying out loud:
Education is a demanding and often grueling profession.
Cultivate Self-Empathy.
Refocus on the Rewards of the profession. Notice the amazing impact you can have on others.
Practice self-care mindfully.
If you see someone struggling, reach out to them.
Promote Resiliency:
Must be well rested--resiliency sags when you are tired.
Utilize your positive supportive connections to process your feelings.
Practice turning negative thoughts into positives.
Research shows those who can “turn off thoughts about work” are more resilient during their careers.
Maintain strong connections with others.
Talk about your challenges, accomplishments, worries and
frustrations with someone you trust.
Disconnect from work when you are at home.
Maintain your boundaries—say no when you need to, take
breaks, eat lunch, go home at the end of the day.
Get medical treatment for those symptoms that are interfering with your daily functioning—or counseling.
Implement regular mini-escapes in your life, like recreation, creative therapies or other healthy diversion from the intensity of your work.
Don’t medicate with drugs or alcohol.
Beethoven - Silence
Your Friendly Social Workers
HAVE A HAPPY HOLIDAY
AND
HAPPY NEW YEAR!!!
*References available upon request.
AND
HAPPY NEW YEAR!!!
*References available upon request.
Email: may.thor@spps.org
Website: smore.com
Location: 1000 Walsh Street, Saint Paul, MN, United States
Phone: 651-744-7381