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How to heal from trauma without medication

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How to heal from trauma without medication

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6 ways to heal trauma without medication | Bessel van der Kolk | Big Think

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Trauma-informed leadership: why you need to listen first - ThenSomehow

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Trauma-informed leadership rebuilds trust and helps people regain agency during change. It starts with listening & acknowledging experiences.

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Our vision is to provide appropriate training for schools,communities and organisations so that they become trauma informed and mentally healthy places for all.

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Brief introduction into trauma informed practices

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Brief introduction into trauma informed practices

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Trauma-informed Practice | The Innovate Project

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We propose that services should use a ‘trauma-informed’ approach to improve outcomes across practice systems.

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Trauma-informed Practice

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Childhood trauma, the brain and the social world

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Childhood trauma, the brain and the social world

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Supporting children after traumatic events

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Supporting children after traumatic events

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These animations have been produced with the involvement of young people themselves, and are designed to help young people and the adults around them recognise the signs of PTSD. They also suggest ways of coping with scary memories, explain the science around the best treatments, and answer any worries you might have about getting support.

What is Post-traumatic stress disorder (PTSD)?

Many young people will go through trauma - where they felt very scared for themselves or for someone else. Sometimes, this can lead to mental health difficulties such as post-traumatic stress disorder (or PTSD). In this video you will learn about PTSD - what it might look like or feel like, the main symptoms, and where you might go if you need help or support.

What is trauma-focused CBT?

Trauma-focused cognitive behaviour therapies are our best-evidenced way to help young people to overcome post-traumatic stress disorder (or PTSD). Learn about what trauma-focused CBT is and how it can help someone to face and overcome their traumas.

Coping with scary and distressing memories

When young people go through traumas one of the hardest things to deal with can be their memories of what happened. This video gives brief advice on what you can do to help cope with memories that are very scary or distressing, and where you can turn to for support.

Absolutely not: and other thoughts you might have about mental health support

After you've been through very frightening experiences, asking for help and getting mental health support can feel scary or overwhelming. Sometimes it might feel like there is no one that could possibly help. This video talks about getting mental health support after trauma, and why, even if it feels hard, it can be helpful.

Acknowledgements

The development of our PTSD resources for young people has been a true team effort. First and foremost, I want to sincerely thank the many young people who have contributed to these animations - from the ideas and scripts, through to animation style and voiceovers. Their contribution has been invaluable. I particularly want to thank the care-experienced young people who have guided this and many of my other projects. I am so grateful for their input.

We have also been incredibly fortunate to receive feedback from many leading experts in the child trauma and PTSD field. I am hugely grateful for the input of Prof Richard Meiser-Stedman (University of East Anglia), Dr Patrick Smith (King's College London), Prof Paul Stallard (University of Bath), Prof Bill Yule (Children & War Foundation), and Dr David Trickey (UK Trauma Council), who all inputted into the scripts. This project has largely been made possible by their pioneering work in the child trauma and PTSD field, and commitment to improving the lives of trauma-exposed young people. Many thanks also to the broader ADaPT Trial team, from which this project stems, including Prof John Macleod (University of Bristol) and Dr Timothy Clarke (Norfolk and Suffolk NHS Foundation Trust) for their edits, as well as to Dr Rosie McGuire and Davin Schmidt for their project coordination and input. Thank you also to our animator, Paddy Wright, for his patience, guidance, and commitment to the project.

Many thanks also to the UK Trauma Council for their support for this project. My particular thanks go to Holly Baine, Liz Lee, Beck Ferrari, Dr Ruth Roberts and Prof Eamon McCrory for their support and guidance, and to the many members of the UK Trauma Council who provided feedback on the scripts. Thank you also to Dušan Tomic for his creative input.

Finally, thank you to our funders who have been so supportive and encouraging of this project. This work was funded by the National Institute for Health and Social Care Research (NIHR) Applied Research Collaboration (ARC) network, and particularly funding from ARC West, South West Peninsula ARC (PenARC), and ARC North East North Cumbria (ARC NENC).

Dr Rachel Hiller

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These animations have been produced with the involvement of young people themselves, and are designed to help young people and the adults around them recognise the signs of PTSD. They also suggest ways of coping with scary memories, explain the science around the best treatments, and answer any worries you might have about getting support.

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Opening Doors: Trauma Informed Practice for the Workforce

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This animation was developed by NHS Education for Scotland, in partnership with the Scottish Government. It is designed to be relevant to all workers within the Scottish workforce. It aims to support workers to know how to adapt the way they work to make a positive difference to people affected by trauma and adversity. If you work with children and young people, consider also viewing “Sowing Seeds” https://vimeo.com/334642616  an animation created by  NHS Education for Scotland to support people to make a positive difference to the lives of children and young people affected by trauma. Trauma is everybody’s business.
A freely available workshop, Taking a Trauma Informed Lens to your Work: Opening Doors, can be accessed here: https://vimeo.com/411406138  This workshop guides you through how to use the animation to further support the strengthening and development of trauma informed practice within your own work and/or wider service/organisation.
For further information on the NTTP and all the available resources, please visit our website: https://www.traumatransformation.scot/

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Free, evidence-based resources to support schools, colleges and practitioners working with traumatically bereaved children and young people.

Traumatically bereaved children and young people experience significant distress and difficulties, over and above a more typical grief. Traumatic bereavement can be easily missed or misunderstood by parents, teachers and even bereavement practitioners, meaning that children's difficulties are not recognised.

These resources will give school staff and practitioners the knowledge and tools they need to identify, help and support children and young people experiencing a traumatic bereavement.

Traumatic bereavement animation

Traumatic bereavement overview

Resources

These resources will give school staff and practitioners the knowledge and tools they need to identify, help and support children and young people experiencing a traumatic bereavement.

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Free resources for school staff and practitioners to identify, help and support children and young people experiencing a traumatic bereavement.

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We consider that a critical incident is an event that is potentially traumatic, and affects a large part, or the whole of an educational community, rather than just one or two individuals. Such events are likely to cause many adults and children distress and may threaten to overwhelm their capacity to cope.

Informed by research and best practice, these resources support educational communities in providing a comprehensive and compassionate response to traumatic events that affect children and young people in their care.

Critical Incidents resources

Critical Incidents trailer

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Critical Incidents in Educational Communities

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We consider that a critical incident is an event that is potentially traumatic, and affects a large part, or the whole of an educational community, rather than just one or two individuals. Such events are likely to cause many adults and children distress and may threaten to overwhelm their capacity to cope.

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6 Trauma-Informed Podcast Episodes - ChildSavers

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Trauma-informed podcast episodes to help bring light to childhood trauma, racial/intergenerational trauma, and trauma in adulthood.

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This week I'm talking to Oprah Winfrey and Dr. Bruce Perry about their new book, What Happened to You? Conversations on Trauma, Resilience, and Healing. We define trauma and talk about why big and small traumas activate our stress response systems and create emotional, physical, and social consequences, and how we can find the path to healing.

Listen

For the latest from Unlocking Us

Guest Info

Oprah Winfrey

Bruce D. Perry, M.D., Ph.D.

Dr. Perry is the Principal of the Neurosequential Network, Senior Fellow of The Child Trauma Academy and a Professor (Adjunct) in the Departments of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine at Northwestern University in Chicago and the School of Allied Health, College of Science, Health and Engineering, La Trobe University, Melbourne, Victoria Australia. Over the last thirty years, Dr. Perry has been an active teacher, clinician and researcher in children's mental health and the neurosciences holding a variety of academic positions. His work on the impact of abuse, neglect and trauma on the developing brain has impacted clinical practice, programs and policy across the world. Dr. Perry is the author, with Maia Szalavitz, of The Boy Who Was Raised As A Dog, a bestselling book based on his work with maltreated children and Born For Love: Why Empathy is Essential and Endangered.

Show Notes

What Happened to You? Conversations on Trauma, Resilience, and Healing by Bruce D. Perry, M.D., Ph.D. and Oprah Winfrey

Through deeply personal conversations, Oprah Winfrey and renowned brain and trauma expert Dr. Bruce Perry offer a groundbreaking and profound shift from asking "What's wrong with you?" to "What happened to you?" Here, Winfrey shares stories from her own past, understanding through experience the vulnerability that comes from facing trauma and adversity at a young age. In conversation throughout the book, she and Dr. Perry focus on understanding people, behavior, and ourselves. It's a subtle but profound shift in our approach to trauma, and it's one that allows us to understand our pasts in order to clear a path to our future―opening the door to resilience and healing in a proven, powerful way.

VIEW TRANSCRIPT

Podcasts
Brené Brown Education and Research Group, LLC, owns the copyright in and to all content in and transcripts of the Unlocking Us and Dare to Lead podcasts, with all rights reserved, including right of publicity. WHAT'S OK: You are welcome to share an excerpt from the episode transcript (up to 500 words but not more) in media articles (e.g., The New York Times, LA Times, The Guardian), in a non-commercial article or blog post (e.g., Medium), and/or on a personal social media account for non-commercial purposes, provided that you include proper attribution and link back to the podcast URL. For the sake of clarity, media outlets with advertising models are permitted to use excerpts from the transcript per the above. WHAT'S NOT OK: No one is authorized to copy any portion of the podcast content or use Brené Brown's name, image or likeness for any commercial purpose or use, including without limitation inclusion in any books, e-books, book summaries or synopses, or on a commercial website or social media site (e.g., Facebook, Twitter, Instagram, etc.) that offers or promotes your or another's products or services. For the sake of clarity, media outlets are permitted to use photos of Brené Brown from her Media Kit page or license photos from Getty Images, etc.
CLICK TO CONTINUE

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Brené with Oprah Winfrey and Dr. Bruce D. Perry on Trauma, Resilience, and Healing | Brené Brown

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This week I'm talking to Oprah Winfrey and Dr. Bruce Perry about their new book, What Happened to You? Conversations on Trauma, Resilience, and Healing. We define trauma and talk about why big and small traumas activate our stress response systems and create emotional, physical, and social consequences, and how we can find the path to healing.

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Trauma and the Nervous System: A Polyvagal Perspective

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'Individual trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual's functioning and mental, physical, social, emotional, or spiritual well-being'

Domestic abuse certainly fits these criteria and can be exacerbated by the fact that the trauma is perpetrated by someone close to the victim and by the unpredictable nature of abuse. There are many common responses to trauma such as hyper-arousal, numbing, increased startle response, flashbacks, avoidance, sleep problems, anxiety, memory and attention problems, developmental delays and attachment issues to name a few. These are all normal responses to abnormal situations, but on the surface may manifest as behaviour that may seem irrational, illogical or even risky. A concern then is that such behaviours could potentially be misdiagnosed as a child being defiant, oppositional or as having ADHD.

Young people who have experienced abuse are making complex, daily decisions about risk and safety. Due to the trauma response, they may be living mainly in the 'survival' part of the brain, constantly hyper-vigilant and scanning for threats and danger. This may come at the expense of higher reasoning, problem solving and logical reasoning. Sometimes this alarm response can still happen, even when the person is in a safe place. The brain stores memories of trauma that may be triggered by sounds, smells etc. and can result in an automatic, unconscious response.

We need to understand these responses so we can better support young people. Services often prioritise one issue whereas young people need a trauma informed approach which understands they may be experiencing multiple disadvantages . Young people also need to understand that their responses are normal, as it can be very frightening and confusing especially if they can't make the links between their behaviour and their experiences.

If we do not respond appropriately, we risk re-traumatising someone. For instance, excluding a teenage from school for 'misbehaving' can remind them of abuse or rejection. Similarly, closing a case when someone does not engage or show up to appointments does not allow for the fact that simply leaving the house can be difficult when experiencing abuse or recovering from trauma.

A trauma informed response focuses not on what is 'wrong' with someone, but rather what they have experienced.

For instance, instead of thinking a young person is disruptive or not engaging, we understand that they have been triggered; instead of thinking that a young person needs 'consequences' or anger management, we understand they need routine, support and self-worth.

SAMHSA's 'four R' model is a helpful reminder:

A program, organisation, or system that is trauma-informed:

1. Realises the widespread impact of trauma and understands potential paths for recovery;

2. Recognises the signs and symptoms of trauma in clients, families, staff, and others involved with the system;

3. Responds by fully integrating knowledge about trauma into policies, procedures, and practices; and

4. Seeks to actively resist re-traumatisation."

What we must always remember is that the impacts of trauma are preventable and reversible. With understanding, training and support we can ensure we are providing a more appropriate and therapeutic response that will impact on the long term wellbeing of young people affected by domestic abuse.

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Trauma informed response for working with Young People

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Domestic abuse certainly fits these criteria and can be exacerbated by the fact that the trauma is perpetrated by someone close to the victim and by the unpredictable nature of abuse.

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Skip to content

Trauma is Everybody's Business

Traumatic experiences affect most people at some stage in life, yet we often won't know about people's experiences, and the impact of trauma is unique to each of us. By taking a trauma-informed approach we can use universal principles to help us to recognise the impact trauma may be having on the people we aim to work with and respond in a way that supports recovery and does not cause further harm.

Adversity is not destiny

Although many of us will experience some form of traumatic event in the course of our lives, the majority of people will recover well, through supportive, positive relationships with family, friends, colleagues, people in their community, service professionals, and in some cases also receiving clinical psychological interventions or therapy.

91% of women

91% of women in Scottish prisons report both childhood and adulthood trauma, 51% reported they had been sexually abused. (Karatzias et al, 2017).

1 in 7 adults

1 in 7 Scottish adults report experiencing four or more adverse events (including traumatic experiences such as emotional, physical, and sexual abuse) before age 18 (Scottish Health Survey, 2019)

Our Vision is for a trauma informed workforce and services across Scotland, capable of recognising where people are affected by trauma and adversity, that is able to respond in ways that prevent further harm and support recovery, and can address inequalities and improve life chances

National Trauma Transformation Programme

What level of Knowledge and Skills do I need?

Click here to find out what Skills level you may require.

How can my service or organisation become more trauma- informed and responsive?

Our Roadmap for Creating Trauma-Informed and Responsive Change is designed to help services and organisations identify and reflect on progress, strengths and opportunities for embedding a trauma-informed and responsive approach across policy and practice. Find out more here.

Leadership Pledge of Support

Over 70 organisations from across Scotland have pledged their ongoing commitment to embedding trauma informed principles and practice in Scotland to support anyone affected by psychological trauma.

Are you looking for help for recovery from the impact of trauma?

If you are currently struggling with the impact of a traumatic event or events, we have listed some national support organisations who may be able to help.

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Homepage - National Trauma Transformation Programme

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This website provides access to evidence-based training, tools and guidance to support trauma-informed and responsive systems, organisations and workforces in Scotland.

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NEU3553 What is trauma-informed approach and practice v2

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Trauma, Illness, & Healing in a Toxic Culture

By the acclaimed author of In the Realm of Hungry Ghosts, a groundbreaking investigation into the causes of illness, a bracing critique of how our society breeds disease, and a pathway to health and healing.

In The Myth of Normal (available for pre-order in U.S., Canadian, and UK editions, on sale 9/13/22), renowned physician Gabor Maté eloquently dissects how Western countries that pride themselves on their healthcare systems are actually seeing an upsurge in chronic illness and general ill health. Prescription drug usage, high blood pressure, mental illness, and so many other troubling issues are on the rise.

Over four decades of clinical experience, Maté has come to recognize the prevailing understanding of "normal" as false, neglecting the roles that trauma and stress, and the pressures of modern-day living, exert on our bodies and our minds at the expense of good health. For all our expertise and technological sophistication, Western medicine often fails to treat the whole person, ignoring how the toxicity of today's culture stresses the body, burdens the immune system, and undermines emotional balance.

Now Maté brings his perspective to the great untangling of common myths about what makes us sick, connects the dots between the maladies of individuals and the declining soundness of society-and offers a compassionate guide for health and healing. Co-written with his son Daniel, The Myth of Normal is Maté's most ambitious and urgent book yet.

Purchase The Book On-line

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By the acclaimed author of In the Realm of Hungry Ghosts, a groundbreaking investigation into the causes of illness, a bracing critique of how our society breeds disease, and a pathway to health and healing.

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TRAUMA & PTSD

ARTICLES FOR CAREGIVERS

Supin, Jeanne. The Long Shadow: Bruce Perry on the Lingering Effects of Childhood Trauma. The Sun 4-13, Nov., 2016

Perry, B.D. Memories of Fear "Splintered Reflections: Images of the Body in Trauma" Edited by J. Goodwin and R. Attias, Basic Books, New York 1999

Perry, B.D. Helping traumatized children: A brief overview for caregivers CTA Parent and Caregiver Education Series Volume 1: Issue 5, ChildTrauma Academy Press, 1999
Also available in Spanish .

Perry, B.D. Children and Loss. Parent & Child 8:2, 67-68 2000

Stress Trauma and Post-Traumatic Stress Disorders in Children: An Introduction

This article provides an overview of PTSD in children. While targeted for an interdisciplinary audience, portions may be helpful to parents and caregivers living with children suffering with PTSD. Also available in Spanish .

The Cost of Caring: Understanding and Preventing Secondary Traumatic Stress

Perry, B.D. The cost of caring: Understanding and preventing secondary traumatic stress when working with traumatized and maltreated children CTA Parent and Caregiver Education Series Volume 2: Issue 7, ChildTrauma Academy Press, 2014. Also available in Spanish .

ARTICLES FOR PROFESSIONALS

Perry, B.D. Child maltreatment: the role of abuse and neglect in developmental psychopathology. In Textbook of Child and Adolescent Psychopathology (Eds., Theodore P. Beauchaine & Stephen P. Hinshaw) Wiley, New York, pp. 93-128, 2008

Perry, B.D. Incubated in terror: Neurodevelopmental factors in the 'cycle of violence' In: Children In a Violent Society (J Osofsky, Ed.). Guilford Press, New York, pp 124-148, 1997

Childhood Trauma, the Neurobiology of Adaptation, and "Use-dependent" Development of the Brain: How "States" Become "Traits"

Perry, B.D., Pollard, R., Blakely, T., Baker, W., & Vigilante, D. Childhood trauma, the neurobiology of adaptation and 'use-dependent' development of the brain: How "states" become "traits'". Infant Mental Health J, 16 (4): 271-291, 1995.

Perry, B.D. & Pollard, R. Homeostasis, stress, trauma, and adaptation: a neurodevelopmental view of childhood trauma. Child and Adolescent Psychiatric Clinics of North America, 7; 1: 33-51, 1998.

Perry, B.D. Examining child maltreatment through a neurodevelopmental lens: clinical application of the Neurosequential Model of Therapeutics. Journal of Loss and Trauma 14: 240-255, 2009

Perry, B.D. and Azad, I. Post-traumatic stress disorders in children. Current Opinions in Pediatrics, 11:4 1999

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TRAUMA & PTSD ARTICLES FOR CAREGIVERS Supin, Jeanne. The Long Shadow: Bruce Perry on the Lingering Effects of Childhood Trauma. The Sun 4-13, Nov., 2016 Perry, B.D. Memories of Fear "Splintered Reflections: Images of the Body in Trauma" Edited by J. Goodwin and R. Attias, Basic Books, New York 1999 Perry, B.D.

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Can our deepest pain be a doorway to healing?

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Does your school have a trauma informed behaviour policy?

Attachment disorders and trauma are impacting students in every classroom across the UK, with statistics claiming that 15.9% have experienced at least one potentially traumatic event in their lifetime.

This blog will identify the impact of traumatic experiences on students and their classroom behaviours and advise on some tried and tested practical approaches that can be used to improve educational outcomes and alleviate the impact of trauma. It will also highlight the importance of integrating self-care techniques for students and staff.

As Dr Sandra Bloom (2007) notes, "Understanding trauma is not just about acquiring knowledge. It's about changing the way you view the world. It's about changing the helping paradigm from 'What is wrong with you?' to 'What happened to you?'

Identifying trauma

Trauma can be defined using seven generalised dimensions, according to Wilson & Sigman, Preventing PTSD in Trauma Survivors, 2000:

1. Threat to life

2. Severe physical harm or injury

3. Receipt of intentional injury or harm

4. Exposure to violence or the loss of a loved one

5. Learning of violence to a loved one

6. Exposure to a noxious agent

7. Causing death or severe harm to another

Traumatic events are external, but they quickly become incorporated into the mind and the body. According to Judith Herman's book, Trauma and Recovery (1992), psychological trauma is characterised by feelings of:

Intense fear

Helplessness

Loss of control

Threat of annihilation

Children and trauma

Children are more vulnerable to the stress of trauma. Their responses to trauma are complex and are different from those of adults. Children's traumatising experiences can compromise all areas of childhood development, including: identity, cognitive processing, ability to manage behaviour, tolerance, moral development, ability to trust self and others.

Children who have experienced trauma will develop "survivor behaviours" and these behaviours help the child to survive extreme psychological stress in a hostile environment. Examples of this can be fighting, running away, substance abuse, shutting down, self-harm, eating disorders, etc.

In a non-threatening environment the children will exhibit these behaviours to deal with their 'uncomfortableness' and anxiety - to these children even a nurturing environment is threatening!

A trauma informed policy

The field of education cannot ignore the issue of traumatic stress if schools are to meet the expectations of parents and the wider community. As Barbara Oehlberg (2008) says:

At a time when schools and teachers are exceedingly stressed and stretched, becoming trauma informed may seem an ambitious and challenging strategy. However, the rewards for everyone involved are real and energising.

A whole school approach

A child, in order to feel safe at school, needs to know that they can approach any classroom teacher, specialist, SLT, HLTA, wellbeing support, or business manager and receive the same response. The response needs to be agreed upon by all staff, practiced, and with an accepted process when things don't go the way we hope. For example,

Assuming complexity, approaching with empathy

Commitment to building trust and relationships. We can never stop working on this. For students and families living with prior and ongoing trauma, each day can bring a new struggle, and school can provide a sanctuary

Connecting with the whole family

Behaviour as a symptom of the problem, not the problem. This is not to say that violence or breaches of safety do not incur serious consequences, but that the consequences include a depth of investigation and a great deal of support

Support children to build the skills that are a struggle for them, and include them in the process

Connection with external agencies, because school can't do it all!

"There is no more effective neurobiological intervention than a safe relationship, the relationship works to bring the brain back into regulation." (Bruce Perry, PhD, MD, researcher & child psychiatrist)

Strategies for working with children impacted by trauma

Clarify your role with the student

Establish yourself as a safe individual

Create an environment of respect

Give the student opportunities to make choices

Talk about safety and what steps you will take to help the student be and feel safe

Connect the student to the appropriate resources and people

Slow yourself down: talk slower, use a lower pitch for your voice, don't use complex sentences, don't use lots of body movements.

Offer self-calming techniques, such as mindfulness, grounding, tracking, positive memories

Teach positive self-talk to students and practice it before you need it.

Use music, exercise, movement, stretching and incorporate more opportunities for humour and laughter in the curriculum (laughter reduces the traumatic response in the brain).

Behavioural strategies for trauma impacted students

Have a predictable environment with clear expectations for behaviour and have structure during the class day - try not to deviate from it often.

Establish a quiet, safe place in the classroom (or a bespoke wellbeing, refocus room) for students to go when they are feeling overwhelmed - it should be a comfortable space away from others, with comfortable furniture. This space should have some sensory materials for students, have pleasant colours, pictures of nature, etc. that students can focus on when emotionally dysregulated.

Practice active listening with students and demonstrate empathy, 10:1 (Ratio of positive to negative statements for traumatised children) active ignoring of negative behaviour, consistent expectations and behaviour plans that are based on rewards systems, not punishment and collaborative problem-solving with students.

Think of ways to reach out to parents/caregivers that involves them in the educational process, deepen your understanding about the community the student lives in and available resources for the student and family.

Self care to prevent secondary trauma

Secondary traumatic stress is the emotional duress that results when an individual hears about the first hand trauma experiences of another. Its symptoms mimic those of post-traumatic stress disorder (PTSD).

Working with traumatised students can be overwhelming so managing personal and professional stress is vital:

1. Recognise that change happens very slowly

2. Know that you may never see the outcomes of your efforts

3. Trust that our simple compassionate gestures are important elements of helping young people in healing and surviving

4. Knowing your limits

5. Improving your understanding of trauma and secondary trauma

6. Taking a time out

7. Seeking support from co-workers, family, friends

8. Professional counselling

Summary

Relationships and feeling safe are the first step to a young person managing their trauma

Not every strategy will work for every child tailor your approach to each student

Students who have experiences trauma still need clear boundaries and routines

Students need a safe space and trusted adults in order to regulate their emotions

Self care and recognising your limitations is vital when working with young people who have experienced trauma

Further reading and training

See Louise Bomber's book Inside I'm Hurting: Practical Strategies for Supporting Children with Attachment Difficulties in Schools

Also, Attachment in the Classroom: The links between children's early experience, emotional well-being and performance in school: A Practical Guide for Schools by Heather Geddes

Training is offered by Kate Cairns Associates

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Does your school have a trauma informed behaviour policy? Attachment disorders and trauma are impacting students in every classroom across the UK, with statistics claiming that 15.9% have experienced at least one potentially traumatic event in their lifetime.

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Understanding Trauma: Learning Brain vs Survival Brain

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Follow the links for Part 2

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Nearly 35 million U.S. children have experienced one or more types of childhood trauma, reports National Survey of Children's Health (NHCS).

Studies show trauma is toxic to children's developing brains and inhibits their ability to learn in the classroom. However, studies also indicate that just one healthy relationship with an adult can help enable a child's brain to heal.

This is where the trauma-informed approach comes in. This approach looks at how the children's behavior, brain functioning and traumatic experiences are connected. The science behind the approach is based on Neurosequential Model of Therapeutics (NMT) and Neurosequential Model in Education (NME) developed by world-renown child psychiatrist, Dr. Bruce Perry, M.D., Ph.D., founder and senior fellow of the ChildTrauma Academy. Dr. Perry worked in collaboration with Steve Graner, M.S., NME project director, to develop NME.

At the beginning of the school year, we implemented a trauma-informed program based on NMT and NME at a high school in Long Beach. In just a few short months, we're already seeing a difference.

So how does this approach look practically?

While certified training in NMT and NME is crucial to successfully implementing the trauma-informed approach, there are a few ways that you can start incorporating this healing approach in your classroom now.

1. The foundation of being trauma informed is understanding.
Applying the trauma-informed approach means seeing the children through the trauma-informed lens. Changing your perception starts with understanding what trauma is; what it does to the child's brain and nervous system; and how that physiology can result in the troubling behaviors we see in students like difficulty learning, easily distracted, low motivation, defiance, irritability, anger outbursts, substance abuse, etc. Understand that these behaviors are always attempts at soothing emotional distress (dysregulation). And, understand and truly believe that much of what these children do is out of their conscious control.

2. It's not necessarily what you do, but rather who you are to the child.
Memorize these words: "Relationships are the agents of change and the most powerful therapy is human love." - Dr. Bruce Perry
It all starts with love, but what does that look like in action? You must be patient, kind, understanding, empathic, and nurturing... unconditionally. Healthy relationships start with a bond of trust, and trust can be established when children see that you will continue to love and accept them - even when they're at their worst.

Take time to truly understand them. They will test you to determine if you really are a safe adult. Be patient, and they will let you in at their own pace. Connect with them. Listen to what they are trying to tell you. They will try to share their pain, but often in a veiled manner. Just listen, reflect, and validate.

Picture this: A child comes to school in an angry mood because his father berated him about being lazy and stupid that morning. Instead of responding with "Well, I'm sure your dad loves you." Try "That hurt you so much to hear him say that to you." Don't try to minimize their feelings, or help them see things in another way in hopes they won't think things weren't or aren't really that bad. Most likely their life experiences are that bad.

Instead, give them hope of what good relationships can be like. What they can be, what a safe community can be. They likely have never known any different than what they've experienced and assume that's just how the world is. They have an inner child that is deeply wounded. Search for that inner child and connect with them there.

Stay tuned for part two where Nathan provides more tips on creating a trauma-informed classroom!
Nathan Swaringen, LCSW, is a School Based Clinical Therapist at The Guidance Center. In this role, Swaringen helps guide children and families toward positive and productive futures through mental health treatment. Swaringen is also leading a trauma-informed pilot program based on ChildTrauma Academy's Neurosequential Model in Education at a high-risk Long Beach high school. He is passionate about working with school staff to create nurturing environments where all students can thrive. Swaringen earned a Master of Social Work from University of Southern California, and Bachelor of Arts in Psychology from California State University, Fullerton.

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Five Ways to Create a Trauma-Informed Classroom Pt. 1 | The Guidance Center

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Nearly 35 million U.S. children have experienced one or more types of childhood trauma, reports National Survey of Children's Health (NHCS). Studies show trauma is toxic to children's developing brains and inhibits their ability to learn in the classroom. However, studies also indicate that just one healthy relationship with an adult can help enable a child's brain to heal.

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Innovative teachers like you keep students engaged and excited, but you know kids learn best when they're not tense. Deal with stress in the classroom by trying these easy mood-boosters on a daily basis.

Get them moving!

Sitting still is hard for all of us. These mood-boosting activities and brain breaks will give students instant energy.

Scissor hands: Students stand and scissor their arms across their chest four to five times, then touch their nose with their right hand and touch the opposite ear with their left hand, then switch.

Super stretch: Students stand up and stretch their arms and body to the ceiling, then to the side, then to the floor, twisting both ways.

Yoga pose: Lead the kids in hero pose, lion's pose, mountain pose, tree pose, warrior pose, and end with three deep breaths in upward salute. (Google "kids' yoga" for ideas!)

Laugh in: Start with "ho-ho-ho-ho" together. Then "he-hehe-he." And then "ha-ha-ha." Pretend to laugh. In no time the whole class will really be laughing.

Dance party: Turn on some fast music. Dance your hearts out for two minutes. Turn on some slow music and stretch a bit and calm down for 30 seconds.

App it up: Try Breathe Bubble in the Calm app (free in the iTunes store). Don't have access to apps? Ask students to breathe in for five seconds, hold three seconds, breathe out five seconds, and repeat for one minute. Prompt them to sit up straight on the inhale and hold, then exhale and relax their shoulders.

Four stay-calm class routines

Write out scheduling changes on a whiteboard: Knowing what to expect helps students focus.

Take class outside: Foam mats from a home improvement store are easy to stow, soft to sit and work on, and sturdy and waterproof. No reason not to learn in the fresh air.

Build in rewards for getting work done: Made it through reading groups with no interruptions? Give five minutes of free time at the end of the period.

Bring nature in: Project a rain forest on a large screen and play rain forest sounds. One minute is all you need for a quick field trip in their minds. Tip: @nationalparkservice has stunning images on Instagram.

Brain breaks: activities that bring on the calm

Create a class relax board: Have students look through travel magazines or on travel websites to find pictures of places that they dream of going or that make them feel peaceful. Make a class collage that can be posted prominently. Model looking at the collage yourself so students get in the same habit.

Be classical: Students working on a quiet task? Put on some classical music while they work. Productivity will rise and stress will go down.

Color (even older students will love it!): Mandalas, patterns, or any printed-out design has been shown to calm students.

Have a daily check-in: Let students hold up fingers to show how their day is going. One, not so great to five, fabulous. (And keep an eye out for the ones and twos. Check in with students to see if you can give them a little extra support that period or day.)

Take five, teachers!

You need a break, too. Sneak some Zen into your day with these stress-busting hacks.

Imagine this: First thing each day, close your eyes and imagine your day going well. Trace the letters C-A-L-M on your palm several times.

Find your happy place: Do you love the beach? The forest? Post a photo of your favorite outdoor spot somewhere in your classroom. Channel calm by focusing on the picture and taking three deep breaths - in for seven counts, out for 11 counts.

Sip smarter: Forget coffee and soda! Buy a pretty insulated water bottle, keep it on your desk, and take mini H2O breaks. A cold sip can work wonders on stress levels.

Think in threes: When you're overwhelmed with tasks, prioritize: What three things must get done today, or during this period? Once you check those off your list, then add three more.

Celebrate success: At the end of the week, grab a Post-it and write down one thing you felt went well, the name of a student you made progress with, and something that made you laugh. Put it on Monday's lesson plan. Every few weeks, flip through your plan book to see all your successes.

Schedule like a boss: Try stress-free scheduling of parent volunteers. Sites like SignUpGenius let parents sign on when it works with their schedule.

De-stress tips for families

Teachers, make copies of this list and send it home with students for parents to read.
Psst! Parents - helping kids deal with stress is a family affair. Sneak in these stress-relief strategies at home and you'll help your kids be happier (and learn better) at school.

Serve a protein-rich breakfast: Protein helps children concentrate and keeps blood sugar even. Good picks: peanut butter on toast, eggs, yogurt, milk, or cheese.

Build in hang time: Sit on the front steps with your child for five minutes after school. Ask him once about his day, but don't expect to get a reply or give advice. Just listen, and follow his lead.

Hug or high-five: Leave it at the door. Have a place for kids to write down things that were hard that day. Stuff them in a jar. Empty the jar each day. Talk about how each day is a new start.

Build homework routines: Help your child break down her tasks and weeks with a planner or family calendar. Plan together so evenings are full, but not frenzied.

Go for tech-free meals: Put phones in a basket at dinner (you too, Mom and Dad!). Make family meals a sacred time for conversation.

Keep kids off screens before bedtime: To ensure calm, restful sleep, make sure your child turns off all electronics one to two hours before bed. The blue light from computers, TVs, and phones interferes with the brain hormone that induces sleep.

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Quick Ways to Deal With Stress in the Classroom If You're a Teacher | Resilient Educator

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Innovative teachers like you keep students engaged and excited, but you know kids learn best when they're not tense. Deal with stress in the classroom by trying these easy mood-boosters on a daily basis. Sitting still is hard for all of us. These mood-boosting activities and brain breaks will give students instant energy.

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The National Child Traumatic Stress Network

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Helps educators understand how they might address the interplay of race and trauma and its effects on students in the classroom. The guide outlines recommendations for educators and offers a list of supplemental resources. It should be implemented in accordance with individual school policies and procedures.

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Addressing Race and Trauma in the Classroom: A Resource for Educators

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Helps educators understand how they might address the interplay of race and trauma and its effects on students in the classroom. The guide outlines recommendations for educators and offers a list of supplemental resources. It should be implemented in accordance with individual school policies and procedures.

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Lily-A case study of Trauma informed Practice

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-- Created using Powtoon -- Free sign up at http://www.powtoon.com/ -- Create animated videos and animated presentations for free.  PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon's animation templates help you create animated presentations and animated explainer videos from scratch.  Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.

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NEU3552 Four steps to becoming trauma-informed v2

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Belonging in Secondary Schools Activities Ideas

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Stress on the brain, made by young people

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Stress on the brain, made by young people

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Secondary trauma and compassion fatigue

2021-03-02 02:13:58

Social work is a challenging career, exposing many practitioners to trauma and distress on a regular basis. Exposure to another's trauma can cause secondary trauma, which is a risk for anyone working in the helping professions. The following article is an extract from the Community Care Inform guide, Secondary trauma and compassion fatigue. It provides information, advice and tips to help social workers, and their employers, to understand and manage the impact of secondary trauma.

Secondary trauma (also known as vicarious trauma or compassion fatigue) describes the sense of hurt that those who are close to a victim of trauma may feel. Secondary trauma occurs when a 'helper' is exposed to extreme events directly experienced by another and becomes overwhelmed by the exposure to trauma (Figley, 1995). People who work with trauma victims are at risk of internalising their trauma, called secondary traumatic stress.

Secondary trauma is not a sign of weakness. It is an occupational hazard for helping professionals, and organisations must acknowledge this impact on their staff.

Providing education, support, and a safe working environment will support staff to work more effectively, provide better support and services for service users, enabling more effective/positive outcomes and overall strengthening the organisation.
Risk factors
* Length of service: social workers who are new to the profession may not have developed effective means to deal with the trauma they are seeing or hearing at work. Conversely, very experienced social workers are at significant risk because of the accumulation of trauma.

* Avoidance: secondary trauma may be more problematic for people who tend to avoid problems or difficult feelings, blame others for their difficulties, or withdraw.

* Support: a poor social support network.

Dr Bruce Perry at the Child Trauma Academy notes the following additional risk factors for secondary trauma:

* Empathy

* Insufficient recovery time

* Unresolved personal trauma

* Isolation and systemic fragmentation

* Lack of systemic resources
The impact of secondary trauma
Social workers may also experience trauma first-hand (in the form of threats, assault, racist or homophobic attitudes and so on). When coupled with exposure to secondary trauma, these experiences can severely limit professional capacity and judgment, in addition to having a profound effect on the worker personally.

The impact on you as a person
Cognitive
* Diminished concentration

* Confusion

* Spaciness

* Loss of meaning

* Decreased self-esteem

* Preoccupation with trauma

* Trauma imagery

* Apathy

* Rigidity

* Disorientation

* Whirling thoughts

* Thoughts of self-harm or harm toward others

* Self-doubt

* Perfectionism

* Minimisation
Emotional
* Anxiety

* Powerlessness

* Guilt

* Survivor guilt

* Shutdown

* Numbness

* Fear

* Helplessness

* Sadness

* Depression

* Hypersensitivity

* Emotional roller coaster

* Overwhelmed

* Depleted
Behavioural
* Impatient

* Clingy

* Irritable

* Withdrawn

* Moody

* Regression

* Sleep disturbances

* Appetite changes

* Nightmares

* Hypervigilance

* Elevated startle response

* Use of negative coping (smoking, alcohol, drug misuse)

* Accident proneness

* Losing things

* Self-harm behaviours
Interpersonal
* Withdrawn

* Decreased interest in intimacy or sex

* Mistrust

* Isolation from friends

* Loneliness

* Impact on parenting (protectiveness, concern about aggression)

* Projection of anger or blame

* Intolerance
Physical
* Shock

* Sweating

* Rapid heartbeat

* Breathing difficulties

* Somatic reactions

* Aches and pains

* Dizziness

* Impaired immune system

The impact on you as a professional
Job performance
* Decrease in quality or quantity

* Low motivation

* Avoidance of tasks

* Increase in mistakes

* Setting perfectionist standards

* Obsession about detail
Morale
* Decrease in confidence

* Loss of interest

* Dissatisfaction

* Negative attitude

* Apathy

* Demoralisation

* Lack of appreciation

* Detachment

* Feelings of incompleteness
Interpersonal
* Withdrawal from colleagues

* Impatience

* Decrease in quality of relationships

* Poor communication

* Subsume own needs

* Staff conflicts
Behavioural
* Absenteeism

* Exhaustion

* Faulty judgment

* Irritability

* Tardiness

* Irresponsibility

* Overwork

* Frequent job changes
Impact on the organisation
Secondary trauma has an immense impact on organisations. Workers experiencing secondary trauma tend to have higher levels of absenteeism, including long-term sick leave for issues including depression and anxiety. Many social workers move to teams considered less stressful or may move out of social work completely, resulting in team and organisational instability, high-cost temporary staff and recruitment costs. These issues affect individual and team functioning, making it difficult for the organisation to provide a safe and effective service.
Impact on service users
A social worker experiencing secondary trauma may be less effective in their assessment, or in danger of making poor assessments and dangerous decisions, putting people at risk. Service users will feel the impact of late appointments, cancelled or forgotten visits, half-hearted attempts and practitioners who don't seem to care. Longer term, they feel the impact of high staff turnover, with a parade of professionals to whom they must repeat their story.

Reducing the impact of secondary trauma
Personal self-care
Good self-care will not prevent secondary trauma. However, it will enable the practitioner to be in a stronger mental and physical state to cope with their experiences.
Physical
* Get an adequate amount of sleep

* Eat regularly and healthily

* Exercise regularly

* Take time off

* Seek medical attention when needed

* Take holidays and minibreaks (where possible)

* Be aware of distractions becoming inappropriate coping strategies
Psychological
* Make time for self-reflection

* Engage in counselling or therapy

* Write in a journal

* Decrease stress in your life

* Listen to your thoughts, judgments, and beliefs

* Learn how to say no
Emotional
* Give yourself affirmations

* Identify comforting people, activities, and places and engage with them

* Allow yourself to express emotions

* Avoid self-denial
Professional
* Take a break during your work day

* Get to know your colleagues and develop supportive relationships

* Use supervision (and demand it)

* Set limits/boundaries with colleagues and clients

* Develop rituals at work that promote camaraderie and support

* Develop end of the day rituals that help you close your work day
Spiritual
* Reflect on things, people, ideas that are important to you

* Try not to be 'in charge' or the expert all the time

* Find a spiritual connection or community

* Pray or meditate

* Enjoy nature

* Contribute to causes you believe in
Team self-care
* A positive and supportive team is an effective safety net in a very difficult profession. The impact of having colleagues who know you and can 'read' where you are and provide support and encouragement cannot be underestimated.

* Celebrate! Celebrate success, birthdays, Fridays - anything that can bring a positive atmosphere to your team.

* Make effective use of team meetings - it's one chance for everyone to be together to learn something new, support each other, and come up with creative solutions.

* Socialise outside work (bear in mind some team members may find this a challenge).

* Develop team rituals that help develop team cohesion and support.

* Develop ideas that could have a positive impact on work (for example educate service users on a topic that may result in reduced referral rates; share your expertise in an area with your team).

* Create an environment which does not allow for gossip and cliques.

* Create a positive physical environment (either at home or in an office).
How organisations and managers can help reduce the impact of secondary trauma
* Provide effective support and supervision. Supervision must be case reflective but also allow time and a non-judgmental space for workers to share the impact their work has on them.

* Develop an organisational culture that is one of learning, not blame.

* Look for ways to build diversity and job enrichment into the work. Vary workers' caseloads, and provide opportunities to do non-casework, such as participating in panels, facilitating training, or mentoring.

* Develop a culture where it is okay to express feelings about the impact of the work and where self-care is encouraged.

* Provide critical debriefing after an especially traumatic incident.

Remember that it may not be the incident itself that causes the trauma for the practitioner, it may be an accumulation of traumatic events or the personal situation of that worker. Workers who were not directly involved may also feel the impact of the traumatic event in different ways.

* Educate and support staff and managers around secondary trauma and provide a safe space for discussion and support.

* Provide visible, approachable leadership.

* Promote a 'we're in this together' attitude, especially when things go wrong.

* Ensure social workers' emotional and physical safety are considered as a top priority and processes are in place to provide support, especially with regards to working from home.

* Provide adequate salaries and time off.

* Ensure your staff know where they can obtain extra support (such as occupational health, employee assistance programmes).

* Provide sufficient induction, professional training, and management supervision for staff to feel competent and supported in their jobs.

* Encourage communication and staff contributions.

* Develop mentoring or peer mentoring schemes.

* Provide information to help staff understand how and why decisions about resource allocations, deadlines, policies, and assignments are made - help them see 'the big picture'.
Increase your compassion satisfaction
Compassion satisfaction is the contentment one experiences from being a helper. Despite the challenges of social work, practitioners often say their career is extremely rewarding. Although social workers bear witness to pain and trauma, they also bear witness to resilience and healing and the potential for changed lives. It is those experiences that workers must keep in the forefront of their minds to help them remain passionate and protected in their work.

"Although social workers bear witness to pain and trauma, they also bear witness to resilience and healing and the potential for changed lives."

The way an individual thinks about their work can reduce the impact of compassion fatigue. The Huntington Institute refers to this as "working protectively". As part of working protectively, in professional reflection, social workers should consider:

1. Why do you do this work? Has the reason changed from when you started? Have you lost your motivation? Can you become reinspired in your current role?

2. What aspects of your work give you the most pleasure, satisfaction, or sense of achievement? Can you increase those areas?

3. Do you know what you are doing in your work and why? Do you see 'the big picture' and your role in it for service users, the organisation, and the larger community?

4. How do you measure success at work? Do you need to reconsider how you measure it? While you might have an ultimate vision of success, is it a realistic one? Reframing success into bite-sized chunks is more realistic, and provides more opportunity for success and celebration.

5. What aspects of your work can you control? Determine what things are within your power to change and be creative. Rethink how you can manage those things that cannot be changed.

6. What are the personal costs and rewards of doing this work? How can you increase the rewards? Are the personal costs too great?

UNISON SAYS

We know members may not be aware they are suffering secondary trauma, which is why this article is helpful in raising self-awareness. Employers have a clear responsibility to safeguard their employees' welfare at work and employees have a right to expect this from their employers. You should speak to your UNISON rep if you feel the prime responsibility is being placed on you to manage the impact of secondary trauma. As soon as your manager is aware of your stress, they have a responsibility to support you. It is important the issue is raised with your employer. In cases we take for members, often a pivotal factor is the question 'did you raise?', 'with whom?' and 'when?.'

For more information on this issue, and all references, please see our full guide by Lori Goosen on Community Care Inform.

Published by MAED. View All Articles.

This page can be found at https://digital.mydigitalpublication.co.uk/article/Secondary+trauma+and+compassion+fatigue/3941559/696969/article.html.

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2021-03-02 02:13:58 Social work is a challenging career, exposing many practitioners to trauma and distress on a regular basis. Exposure to another's trauma can cause secondary trauma, which is a risk for anyone working in the helping professions. The following article is an extract from the Community Care Inform guide, Secondary trauma and compassion fatigue .

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Discover the power of self-compassion with Kristin Neff. Join our community and explore the benefits of practicing self-compassion together.

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Acknowledging the Power of Hope through Vicarious Resilience | Trauma-Resilient Educational Communities (TREC)

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Vicarious resilience is a unique construct that is not merely “the opposite” of compassion fatigue or burnout.

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This page offers definitions and context for what trauma-informed pedagogies and their principles are, and why considering the effects of trauma and pedagogies responsive to them might be useful. It also offers guidance on how to translate principles into teaching practice, navigate potentially charged course content, and/or navigate an ongoing, large-scale traumatic event that is likely impacting students.

This resource explores:

The focus of this page is on pedagogical practices that can be universally applied, regardless of what we may know about a student. But if you are concerned about an individual student's wellbeing, know that in addition to referring them to campus supports, you can contact Counseling Services to request a consult and/or can report concerns to the Dean of Students.

What is "trauma-informed pedagogy"?

Defining trauma

Trauma is characterized by the Substance Abuse and Mental Health Services Administration (SAMHSA) as the combination of three things:

1. Exposure to traumatic event(s) where "actual [...] physical or psychological harm" or "extreme threat of physical or psychological harm" occurs; these events may may occur once or repeatedly (SAMHSA, 2014a). Examples of types of events include war, abuse, and natural disasters.

2. Experience an individual has of the event(s) cause the individual to respond with "intense fear, helplessness, or horror" (SAMHSA, 2014b). As SAMHSA (2014a) notes, particular events "may be experienced as traumatic for one individual and not for another (e.g., a child removed from an abusive home experiences this differently than their sibling; one refugee may experience fleeing one's country differently from another refugee; one military veteran may experience deployment to a war zone as traumatic while another veteran is not similarly affected)."

3. Effects of the events are adverse and lasting (SAMHSA, 2014a), where the effects may alter "the response of the individual to a variety of future experiences [...] those alterations are pathological, compromising functional capacity" (Richter-Levin & Sandi, 2021).* A subset of those exposed to an event have lasting adverse effects that may warrant a diagnosis of a trauma-related mental disorder, such as Post-Traumatic Stress Disorder.

One of the most challenging effects that can occur is the overwhelming sensation that a past event which caused significant harm or extreme threat of harm is occurring again, in the present moment.

Characterizing trauma-informed pedagogy (TIP)

Context

"Trauma-informed" as a term and a varied set of principles has existed in health care, public health, and related fields since the 1990s, shaped in part by a growing body of research on the impacts of adverse childhood experiences (ACEs) on health and mortality. The term and associated principles has been used actively in K-12 educational contexts since the early 2000's, and has only more recently received more widespread attention in higher education, spurred in part by the COVID-19 pandemic.

Trauma-informed pedagogy (also sometimes called trauma-responsive pedagogy) tailors SAMHSA's initial principles for an education context. A representative example of trauma-informed principles from Dr. Janice Carello (2020) are presented in a slightly adapted form below.

Principles

1. Physical, Emotional, Social, & Academic Safety

Foster an atmosphere that respects individuals' needs for safety, respect, and acceptance, including feeling safe to make and learn from mistakes.

2. Trustworthiness & Transparency

Establish trust by making expectations clear, operating transparently, being consistent and reliable, and maintaining appropriate boundaries.

3. Support & Connection

Connect students with appropriate peer and professional resources to help them succeed.

4. Collaboration & Mutuality

Create opportunities to provide input, share power, and make decisions; act as allies, rather than as adversaries, to reach common goals.

5. Voice & Choice

Design in opportunities for choice and exercise of agency so students can develop confidence and competence.

6. Social Justice

Strive to be aware of and responsive to forms of privilege and oppression in order to respect one another's diverse experiences and identities.

7. Resilience & Growth

Emphasize strength and resilience over deficiencies and pathology. Ground feedback in the belief that the student can succeed and in the goal of facilitating growth.

What TIP is not

It is not therapeutic in a clinical sense, nor does it require knowing anything about individual students; much like Universal Design for Learning, it can be applied to design and practice regardless of individual circumstance (although it does not disregard individual experience).

It does not teach students about trauma (although a course that does have trauma as part of its course content could use this pedagogical approach). As with other pedagogies, it can be used across disciplines and contexts.

It does not require instructors to take on more, or to go outside of their role. It is an approach to design and to thinking, and overlaps with other sound pedagogical approaches.

It does not only benefit students who are experiencing or have experienced trauma. As with other approaches that design responsively for student variability (UDL, Culturally Responsive Pedagogy, inclusive teaching, etc.), it benefits all students.

It is not in conflict with rigor, high expectations, and students' ability to reach learning objectives.

Why consider TIP?

Students have experienced traumatic events

We can expect that some of our students will be in active trauma responses at some point during the term. While trauma occurs from a wide variety of experiences, sexual assault is one of them. In this area alone, according to the most recent Campus Climate Survey on Sexual Assault and Misconduct (2019), 20.8 percent of undergraduate women, the same percent of trans, genderqueer and nonbinary undergraduates, 6.4 percent of undergraduate men, 9.8 percent of women graduate students, and 15.3 percent of trans, genderqueer and nonbinary graduate students reported being sexually assaultedduring their time at the University of Oregon.

We know that most of us will be impacted at some point by some type of traumatic event, and that not all people who experience them have lasting effects. But in considering the subset who do, it may be helpful to remember that this range of experiences will not be apparent to us as educators, even if some of the behaviors related to them may be.

Learning is unlikely to occur when someone is having a trauma response

Such responses are physiological and automatic--not ones students can turn off at will. As Education Northwest notes, "Even after a stressful or traumatic situation has ended, people can continue to react as if the stress or trauma is continuing. They become self protective; they spend a lot of their energy scanning their environment for threats; their bodies act as if they are in a constant state of alarm; their brains are endlessly vigilant; and they may experience a constant baseline feeling of low-level fear, which leaves less space for curiosity, exploration, and learning (Hoch et al., 2015)" (Davidson, 2017).

TIP can create an environment that allows for better self-regulation

How students support their own internal processes and experiences is their work. TIP does not do that work for them but instead anticipates some of the things students may need to know so they can plan to access their own internal and external resources.

How might we use TIP?

Translate principles into teaching practices

1) Physical, Emotional, Social, & Academic Safety. Foster an atmosphere that respects individuals' needs for safety, respect, and acceptance, including feeling safe to make and learn from mistakes.

Integrate mistakes into course activities in a way that explicitly values them and uses them to further learning.

Offer low-risk, repeatable opportunities to demonstrate knowledge; ensure that elements of graded course assessments (such as medium, genre, timing) are ones they've already experienced within the course.

Minimize surprises, such as cold calling​.

2) Trustworthiness & Transparency. Establish trust by making expectations clear, operating transparently, being consistent and reliable, and maintaining appropriate boundaries.

3) Support & Connection. Connect students with appropriate peer and professional resources to help them succeed.

Refer students who mention basic needs concerns, mental health challenges, disability-related needs, etc. to the relevant units (ideally with a "warm handoff")

Normalize help-seeking and accessing resources as a smart strategy successful students use

4) Collaboration & Mutuality. Create opportunities to provide input, share power, and make decisions; act as allies, rather than as adversaries, to reach common goals.

Create a "class agreement" or "class compact" that underscores beliefs and behaviors that might support class community and have students customize it together.

Omit grading curves.

5) Voice & Choice. Design in opportunities for choice and exercise of agency so students can develop confidence and competence.

Offer different options for participation, including solo or group work​

Encourage students to do what they need physically to support learning ​

Normalize variety of participation and co-working behaviors as positive contributions​

Design choice into assignments and in-class activities (in topical focus, or in goal, or in process of task) ​

6) Social Justice. Strive to be aware of and responsive to forms of privilege and oppression in order to respect one another's diverse experiences and identities.

7) Resilience & Growth. Emphasize strength and resilience over deficiencies and pathology. Ground feedback in the belief that the student can succeed and in the goal of facilitating growth.

Be clear verbally and in action that you know all students can succeed in your class (growth mindset vs. fixed mindset).

Invite students to reflect on their own growth, and to set their own goals for additional growth.

Share feedback that is oriented to both student goals and towards what is needed to reach the next level of skills/knowledge students might aim for.

Explore somatic practices

Somatics, as a term, applies to a range of practices focused on our embodied sensations, frequently with the goal of reducing physical and mental pain and increasing awareness and resilience. Instructors interested in practices that focus on embodied mindfulness have explored integrating them into courses to support students in their learning and well-being.

While the language and scholarship used in somatic practices differs from the trauma-informed pedagogy characterized above, they can be complementary, and they offer a range of ways to remind ourselves and our students to pause, notice, and be embodied. Resources to consider exploring include the Trauma Research Foundation's Somatic Resources Library (recorded sessions), Dr. Anita Chari's work (at right), or Johns Hopkin's resource on Somatics and Self Care.

Faculty participants in Dr. Anita Chari's 2020-21 Trauma-Informed CAIT wrote about the somatic practices they used in the classroom:

Using a grounding practice in class

Dr. Erin Hanna, Associate Prof Media Studies, Department of Cinema Studies
Reflection: My goal going into this CAIT was to develop strategies that would allow me to meet my students where they are and support them, not just as learners, but as whole human beings, with all the complexity that entails. In the past, I have experimented with and explored different pedagogical approaches that align with these goals by promising to improve learning and create more inclusive and accessible classes. What was often missing from these approaches, however, was the basic acknowledgement that in order to do this work in a meaningful and sustainable way, faculty also need access to resources and support (both internal and external). We, like our students, are whole and complex human beings and when we enter the classroom, we bring the whole of ourselves into that space, too. Trauma-informed pedagogy is the first approach I've encountered that feels like it genuinely addresses both the need for inclusive and accessible learning environments for students and the reality that this cannot happen without faculty who are supported in developing the tools and skills to care for and resource themselves, both inside and outside of these spaces. On a fundamental level, that validation and perspective shift, paired with some concrete tools and practices I have learned, have helped me to recognize where and how I can support and care for myself and my students, where and how institutional structures have historically made this challenging, and where and how change might be possible.

I have already incorporated trauma-informed pedagogy into my teaching and find the grounding and containment practices particularly useful, both inside and outside the classroom. I use the containment practice on my own, before I step into the classroom. And in some classes, I now begin by leading the group in a short grounding practice. Since I began incorporating these practices, my experience navigating challenging discussions or moments of tension in the classroom has started to shift. Whether I do these practices alone or with my students, I find that I am better able to resource myself in the classroom because the act of slowing down before lecture begins helps me to feel more centered and focused as I teach. And when difficult situations do arise in the classroom, I feel better equipped to see these discussions through with confidence and empathy. Similarly, I've observed that my students seemed better able to work through and move on from moments of conflict or controversy when they arise.

In many ways, however, the work of trauma informed pedagogy is about more than implementing a set of practices or working with a particular set of pedagogical tools. It is about shifting our relationship to our students, ourselves, and our work by recognizing that our intellectual pursuits are not separate from, but ultimately depend on, our ability to consistently return to and learn from the wisdom deeply embedded in our own bodies.
Short Grounding Practice
Note to instructors: Move slowly through the instructions and don't be afraid to include long pauses after each step. Slowing down is an important part of calming and regulating the nervous system. Keeping this slow pace is also important because it enables you to participate in this practice as you guide your students through it, without feeling rushed or overwhelmed. I try to spend about 5 minutes on this practice at the beginning of class, but the pacing and steps can be adapted to be longer or shorter. Before beginning the practice, remind students that while they are all included, no one is required to participate. To reinforce this, I include the following text on my slides during our grounding practice: "This short grounding exercise is completely optional. If this doesn't feel helpful right now, you can simply sit quietly and do anything that feels relaxing/comfortable for you. Please know that whether or not you participate in this exercise, you are included."
Find a comfortable position with your feet on the ground and close your eyes. Take a few deep breaths and just check in with your body. Notice any sensations that arise and where you are feeling them in your body. Where is your energy right now-do you feel like your nervous system is sped up? Or moving more slowly? Where do you feel those sensations in your body? What do they feel like? Now take a few more deep breaths and start to move your attention down your body and concentrate on the contact between your body and the chair. Feel where your back is making contact with the chair. Try to focus on that sensation for a few moments. Now move your attention down to your sitz bones-the bones at the bottom of your pelvis that are making contact with your chair-notice if one side feels heavier or like it is making more contact than the other. Is it the left side, or the right side, or just an even feeling of contact with the chair? Do you feel more weight or heaviness on the front or the back of your sitz bones? Does the quality of contact feel like more wide contact or more narrow contact? Now take a few more deep breaths. Slowly open your eyes but keep your eye muscles relaxed and your gaze soft and just take a few more seconds to bring your awareness back into the room and the space we are sharing with each other.

Inviting students to slow down

Emily Adler Mosqueda M.S., CCC-SLP, Assistant Clinical Professor/Supervisor
My clinical instruction now includes teaching students how to slow down, ground and orient. I chose this practice to share with students as it is foundational to other trauma-informed pedagogy I mention throughout the term and was my personal access practice to deeper experiential knowledge of my own nervous system. I invite students to participate in this practice a few times throughout the term. We engaged in a guided practice of noticing one's breath, body scanning and awareness to lower parts of their seated selves, and upon completion a slow orientation to their physical space. The first few times I did the practice with students, I was nervous there would be low participation. I have adjusted the length of the practice and believe that has increased the level of participation. After the first time sharing this practice, a few students commented to me that they felt calmer. Another student shared later that they'd continued the practice when they noticed they felt stressed and took the 60-90 seconds to slow and ground which resulted in a calmer state to engage with their tasks. My hope is this practice will support students while in graduate school, and once they're professionals.

I appreciate this practice because it allows me to engage with students wholistically. The more I use the practice personally, I've found I'm more attuned to subtleties of group dynamics and therefore needs of my cohorts of students. I'm now able to respond to the group or an individual with more care and curiosity to their experiences and how they're intersecting with me and the content I share. Students comment that they feel calm in my office space and come to office hours 'to feel better' about school and life.
Anonymous faculty
The practice I plan to implement more in my teaching is the simplest: the skill of slowing down. I have already used this in one of my classes, but I want to integrate it into the other classes I teach as well.

In the class where I used this practice, I invited the group to take a few minutes to close their eyes and then walked them through focusing first on their breathing, then their bodies, then their emotions. I suggested they just notice, rather than trying to shift anything.

Overall, it felt quite successful, and students reported that they enjoyed this practice and wished to do more of it throughout the term. I don't think anything was challenging about it, other than making space for it in a busy class agenda.

I really appreciated how the room felt different - calmer and more centered - after the practice. And I liked having the moment of stillness, too. It allows me to calm myself and focus before embarking on class.

Working with student teams in conflict

Aniko Drlik-Muehleck, Portfolio Manager, Institute for Policy Research and Engagement, PPPM
Situation: I work with team-based classes. This year, due to a perfect storm of factors, almost all the teams in one class are fraying: some are on the verge of disintegration, some have already disintegrated. Frustrations are high, and students are seeking outlets for their frustrations. Sometimes this means disengaging, sometimes it means behaving passive-aggressively towards others, and sometimes it means needing to vent to me or someone else.

Naming: acknowledging the mess of a situation in multiple ways

Full-Class Journalizing Activity - Acknowledging our circumstances at the beginning of a class, accompanied by a journaling exercise asking them how they resource themselves in stressful times, followed by a full-class share-out

After this class, a student reached out to let me know that even if other people thought the activity was silly, they thought it was incredibly important and they were grateful for the space to take this pause

Naming: acknowledging the mess of a situation in multiple ways

Mid-Term Written Reflection - Acknowledging our circumstances in writing as the set-up to a written mid-term reflection asking students to name how they were currently feeling and what they're learning about their ability to work through difficult situations (See assignment text below)

This gave students an opportunity to share how burned out they were feeling - I think expressing this in words was important so that they knew they were suffering alone

I tried to provide comments about additional resources, although I don't know if/how they found this helpful

Naming: acknowledging the mess of a situation in multiple ways

Prefacing Team Meetings - In team meetings, acknowledging our circumstances as a set-up for why I'm making a decision to take a project/group in a different direction, asking how this sits with them, and having a group discussion about these decisions

I have been able to have empathetic, rather than adversarial, conversations with small groups

Teams have understood my decisions (even if they didn't like it), and this has allowed everyone to keep moving forward in some form

Slowing Down: listening to students individually and prompting them with questions:

"I wanted to check in to see how you are doing. I've noticed [name behavior that we're trying to address]. I'd like to know more about why this is happening."

I have been able to have empathetic, rather than adversarial, conversations with individuals and we have built shared understanding about the circumstances we're in

*Mid-Term Reflection Assignment Text
Please take a moment at the middle of the term to pause and reflect on your project, yourself, and your team experience.

Instructions: Please reflect on the following prompts and document your answers. You can do this in writing, as a video, or through some other medium that helps you reflect (for example, I've had some students that prefer to do some kind or annotated drawing/diagram). I just need enough information to understand your thinking around each prompt. I expect you to spend about 30-60min on this assignment.

Project:

You are about five weeks out from a final deliverable. What are feeling most confident about and what are you feeling most daunted or challenged by?

What would be most helpful from your coach and/or the instructor in terms of feedback and support as you approach the finish line?

Yourself:

Describe your general level of motivation and engagement right now (please be honest) - are you feeling pretty burnt out and ready to be done, are you feeling engaged and excited, or are you somewhere in between?

If you are feeling pretty low motivation and engagement: What are some strategies that have worked in the past to keep you moving forward? What new strategies might you try to keep yourself moving forward?

If you are feeling higher motivation and engagement: What factors have contributed to putting you in this place? What takeaways do you have for how to set up projects in the future to maintain momentum for yourself?

Teamwork can be fun and engaging, teamwork can by challenging, teamwork can be bang-your-head-against-the-wall frustrating...each of you are having your own unique experience of teamwork through Capstone. Whatever the experience has been for you, please take some time to solidify some learning for your future self:

What do you need most from team members to feel supported, engaged, and productive?

What steps can you take during the team formation phase to ensure you'll get what you need from your team?

What steps can you take after the team formation phase (when you team actually starts working together) to ensure you'll get what you need from your team?

Exploring and holding our own boundaries

Sarah Ebert, Senior Instructor, Dance
I joined the Trauma-Informed Pedagogy CAIT this year thinking I would learn new pedagogical strategies for supporting students in these extraordinary times. What I hadn't fully considered was how my own state of activation was an important part of the pedagogical equation. Anita Chari's somatic offerings helped me develop a personal practice that aided me in settling my own nervous system before engaging with others - a necessary step in developing a thriving and sustainable teaching/learning community.

I want to share the relief and comfort I felt when I learned about the "cycles of completion," which describe the non-linear process of activation and digestion. Essentially, physical sensations I feel when activated (rapid heartbeat, shallow breath, nausea, dizziness, general jitters) will come and go and eventually lessen over time. In these moments of activation, it's easy for me to lose my sense of time because everything seems so urgent, and then I feel like I haven't made "progress" in my healing when those uncomfortable sensations return. The cycles of completion are a critical reminder that progress is not always linear. My thoughts and sensations will arise intermittently as I digest them, and understanding this helps me to be more patient and forgiving with myself and others. It's important to remember that my students experience this as well and are in their own cyclical processes of activation and digestion.

I also appreciated the practice of containment or setting boundaries. As an empath, I find that I am very sensitive to students' feelings - almost as if I am feeling them myself - and must work hard at meeting but not merging with the students. Having clear boundaries is an intellectual and emotional task, of course, but I also appreciate the opportunity to embody my physical container in the Trauma-Informed Pedagogy CAIT. This has been a beneficial practice in preparation for discussing challenging content in the classroom with a group of students as well as one-on-one conversations. I even brought this concept into my course DANC 270 - Contemporary II (a dance technique class for undergraduate dance majors, minors, and any UO student that fulfills the prerequisite), where students shared that this exercise instilled agency, trust, and respect:
I look around the studio at the top of class. It's Wednesday of Week 3. Spring term. I sense a deep fatigue in myself and see it reflected back to me in the faces and bodies of the student dancers, and so I invite everyone to find a comfortable place on the floor. Stillness and movement are both acceptable as dancers shift from an external focus to an internal survey. I personally pause as I settle myself. [comfort lives in the spaces in-between] I encourage dancers to allow the past and the future to flood their thoughts, as if they are playing a movie in their mind, before letting it all recede - much like the oceanic tides. They are left with cellular presence, a sensation enhanced by the metaphor of innumerable grains of sand on the beach. Unlike grains of sand, though, our cells are fluid-filled, contained by a membrane that is both a protective boundary and a receptive point of exchange. I bring our attention to the sensation of the cellular membrane. Time stretches in this state of listening and feeling. When ready, I invite them to sense their skin as a container, creating a boundary between themselves and the world around them. Stillness morphs into movement. The 'mind of the room' reflects the focus, the buzz, the permission to yield. The cool factor is shed as dancers care less about how they look and more about what they're experiencing. Sensation is the guide. We move from skin as the container to two inches above the skin - a kind of force field that serves as a container or boundary. Which is it? These feel like two different experiences. We expand to six inches, two feet, six feet, twelve feet. Finally, we explore which boundary feels the most comfortable at this moment in time (knowing that it is likely to change). Movement morphs back into stillness for a moment before we take a walk while maintaining our current boundaries. I encourage dancers to sharpen their gaze just enough to make eye contact briefly with another dancer as they pass. Then we pause our walk at the moment of making eye contact, holding the integrity of our own personal boundary and simultaneously sensing and respecting someone else's boundary. After 5-6 exchanges we take our final pause with a partner, and I call for a break. We all emerge from this practice as if we have been deep sea diving for pearls; our smiles radiate sunshine at the surface.

Using grounding exercises with graduate students

Dr. Maile Hutterer, Associate Professor, History of Art and Architecture
My introduction to trauma-informed pedagogy coincided with a terms that were focused on graduate seminars and graduate student advising. In particular, all of the students for whom I serve as primary advisor were going through program milestones.

Talking about trauma-informed pedagogy with this group of students allowed me to normalize feelings of overwhelm that are woven into our current model of graduate education. We practiced visualization and embodiment together in group meetings.

I also found embodiment practices to be helpful tools during points of high stress. For example, I integrated a short grounding exercise into a student's comprehensive exams. This is a tool that I will definitely use again as I work toward finding ways to decouple assessment from anxiety.

I imagine myself also integrating short visualizations into undergraduate classes, potentially as a way to come together at the start of each class period.
Description of grounding practice, used during comprehensive exams
I used a grounding practice to mitigate feelings of overwhelm during a doctoral student's comprehensive exams. In essence, this was a 5-minute guided exercise, that can be used to reduce anxiety through an intentional slowing down of the nervous system by drawing attention to the body. I used this practice as a break between the minor and major examination areas. My intention was to give the student an opportunity to refocus, center herself, and the return to the exam with an enhanced sense of ease.

I began the practice by congratulating the student on making it to the midpoint in the exam. I then informed her that I was going to give her the opportunity to recenter herself before moving to the next session. I invited her to close her eyes with me, and I asked her to bring her attention to the lower part of her body, focusing on the contact between her back and the chair. I then slowly drew her attention down the lower part of the body, ending with her feet and the pressure between her feet and the floor. This took about 3 to 4 minutes. I then asked her to open her eyes with a soft focus and awareness of the space between objects. After 30 seconds or so I thanked her for participating in the grounding exercise and asked if she was ready to resume the exam.

In an subsequent debrief of the oral exam, the student reported that the grounding exercise was helpful in two ways. First, it affirmed that I, as examiner, was attuned to the stressful nature of the examination process. Second, it allowed her to detach from the previous minor field section of the exam so that she could be more fully present and focused on the major field section. As the examiner, I observed a reduction in the anxiety of the student following the grounding exercise. Ultimately, I found it to be helpful and I plan to repeat this practice in similar circumstances (oral examinations and defenses). In the future, I will forewarn other committee members of this practice so that they can choose to participate or abstain.

Becoming aware of sensory experiences during class

This post describes using two grounding practices in two different contexts:

1. Practice used during in-person meetings with individual students before anxiety-triggering situations and in the classroom: Grounding practice

2. Practice used during Zoom class meetings: Grounding and Orientation-in-Space practice

I implemented those practices that have felt both beneficial to myself, and simple enough to be easily done without my needing a lengthy 'script' to lead them. Because I initially felt anxious about the reaction of an entire class to the introduction of any practice, I first experimented with a grounding exercise when meeting with teams of students who were about to lead class discussion. They reported that the practice made them feel less anxious while still allowing them to acknowledge their own state of activation (nervousness). I had the impression that the practice made them feel comfortable in their own skin as discussion leaders. In Fall quarter, I would like to implement this practice before every student-led discussion, and do it with the entire class instead of only with the discussion leaders.

The second practice I implemented was a grounding and orienting-in-space exercise during one week of class meetings on Zoom. It is so easy to forget our physical body and its positioning in an environment during Zoom meetings... I have found it particularly rewarding to be aware of my entire body during a virtual meeting, to be allowed to close my eyes for a few minutes and then orient myself in the physical space around me afterwards. I am planning to integrate this practice into every synchronous Zoom meeting of my summer class.

On a more general note, I would say that engaging in the Trauma-Informed Teaching CAIT has increased my awareness of students' bodies: the way they sit, move across the room, hold their head, gesture when speaking, and much more. I have been more aware of the physical needs of students without them needing to express those needs explicitly themselves. For example, I had a student who cannot process information in an environment with auditory overload, so they often had to leave the classroom during group discussion. While in the past, I would have been mostly focused on maintaining the intellectual quality of the discussion in the classroom, I regularly went to see that student outside the classroom for a few minutes, or asked whether another student would like to join them in the hallway.

Spiral journaling for class mindfulness and brainstorming

Dr. Kristy Bryant-Berg, Senior Instructor, Department of English
Instructor Planning: Decide whether or not you will ask your students to share their journaling (either in small groups or with the whole class) at the end of this activity or not, and let the students know before they begin; also, when it comes time to share, give students the option of taking a pass on reading their writing to the class since this journaling can tap into more private feelings and experiences than most academic writing. Remind students who opt out that they are still included and the journaling they did is valued. Create four simple questions about a single topic/moment that you would like your class to reflect upon. Strive for balanced combinations of questions so that they help students observe your chosen topic/moment from four different angles, like the four directions found on a compass. Dedicate these questions to observations rather than analysis and craft them to help students consider your topic/moment more fully, authentically, and openly.

Suggestions for Balancing Questions: If one question asks about an obstacle currently being faced, include another question about a resource that might help address this challenge. If one question asks for personal perspective, offer another focused on the larger community. If one question prompts consideration of a regret or feeling of discomfort, create another question sharing a gratitude or feeling of comfort. If one question asks for recollections about influences from the past, include another question describing experiences in the present, and a third question inviting anticipations for the future. Including a prompt that allows students to pose their own questions is also a helpful choice for one quadrant of the page; like drawing spirals, our questions can keep our focus going and growing.

Tools Students Will Need: Piece of paper (preferably unlined), a writing implement of their choice and proximity to a writing surface, like a desk or table.

Initial Prompt: Once you have your piece of paper and writing tool at the ready, find a place at a desk or table where you can sit with both feet firmly planted on the ground and lean into your writing with comfortable posture. Then, fold your piece of paper in half twice, smoothing it flat each time to form two creases in your paper. For example, if you have a rectangular piece of printer paper, fold lengthwise and widthwise making clear creases as you fold. Unfold your piece of paper and find the natural center, the place where the two creases intersect, and mark this center with a dot.

Spiraling Prompt: Next, starting from your dot, draw a deliberate and even spiral, noticing the spaces in between each line and focusing on keeping them clear and even. No need to rush, take your time drawing this steady spiral. Feel your writing tool in your hand, and watch your lines gradually build on your paper, moving from the center of your paper slowly toward the edges. Taking your time, keep your gradual line growing outward, until you sense you have reached the outer edge of your paper. (You may want to pause your instructions here for three to five minutes for spiraling.) Once you run out of room to draw, stop there to observe your spiral. No two hand-drawn spirals are exactly alike, so pause a moment to notice this spiral.

Writing Prompt: (Remind your students about whether or not and how they will be asked to share what they write before asking them to start journaling.) Notice that in addition to your spiral, the creases divide this piece of paper into four sections. Dedicate each of these sections to answering one question. These responses can be single words, bullet points, full sentences, even whole paragraphs, whichever best your ideas and most comfortably fills the spaces on your page.

Tips: This spiral journal writing feels especially helpful when starting out on a new topic, class or undertaking and when classroom discussions or work have come to a sticking point. It can help broaden the scope of discussions, acknowledge ideas and experiences coming from outside the classroom, add further perspectives, and encourage reflection. This experience will be most effective if the instructor joins the students in the drawing and journaling, modeling focus and openness rather than watching or judging.

Acknowledgements: This spiral journaling concept derives from combining an exercise demonstrated by Maha Bali and Mia Zamora of Equity Unbound on the OneHE (a global collaborative of educators) website along with mindfulness exercises in the Trauma Informed Education, Accountability, and Antiracist Practice CAIT led by Anita Chari at UO in Spring 2022.

Navigate potentially charged course content

In some of our courses, content may include or directly focus on events that likely intersect with the traumatic experiences of students (such as suicide, racial discrimination, sexual assault, domestic violence, child abuse, or war (as a civilian or as military). Content and learning objectives that do focus on these significant elements of our human experience are crucial offerings at UO. The following teaching practices will give some students the information they need to plan for their own self-regulation.

Part of the underpinning of these practices is to, where possible, giving students choice and control over sensory input and mechanisms they can use to to narrow focus and slow down time if needed (time from encountering the initial question or content to the moments a class might engage with it).

Identify for yourself and be transparent with students about the specific purpose of content/activities, and articulate that purpose both in writing and verbally for any content or activity you engage in.

If students will engage in discussion about the topic, consider how you will design that discussion in ways that will support them and learning.

Foreground perspectives of and questions from people who have been most impacted (in terms of course content and discussion prompts).

Where synchronous activities--such as discussions on challenging topics-are planned, consider offering discussion questions in advance, if you do not already offer this.

Where synchronous or asynchronous content or activities include video or audio, ensure there are captions, and that students can modify sound levels and play at different speeds if needed.

Where synchronous or asynchronous content or activities created by the instructor (for example, on slides or handouts) include graphic images, ensure the purpose for including the image is clear for both instructor and students (can signal this in a heading or caption).

Where content or activities may have material that would not reasonably be anticipated or that is graphic, content warnings may help students in the form of

Navigate current traumatic events

The examples SAMHSA gives as types of traumatic events--war, abuse, natural disasters--are not, of course, fixed in our pasts, nor are they experienced only at the individual level. They are also occurring now, and they impact us as communities--communities we and/or our students are part of.

While a trauma-informed approach is still supportive when an event is occurring, part of the reason it supports self regulation and decreases the likelihood in increasing harm is because it supports differentiation between the traumatizing event(s) and what is occurring now. Survivors may momentarily experience a past event as though it were still occurring, but TIP principles/practices help us to return to the relative safety of the present.

When students are experiencing continuing violence--whether that's interpersonal violence they've disclosed, or mass violence, fear, and loss that we can assume members of the UO community are impacted by--it is important to:

Acknowledge that students (and instructors) are being impacted by violence and loss, and that seeking support can be important (from UO Counseling Services, their friends and family, or others). Let them know they can contact Counseling Services for confidential support at 541-346-3227, or can click on the "Mental Health Resources" icon on the left navigation bar in any Canvas course.

Acknowledge that students (and instructors) are being impacted by violence and loss, and that seeking support can be important (from UO Counseling Services, their friends and family, or others). Let them know they can contact Counseling Services for confidential support at 541-346-3227, or can click on the "Mental Health Resources" icon on the left navigation bar in any Canvas course.

Unsure what to say/not say? Using whatever words feel natural to you, know you can:

Be brief.

Name the "what" (the event and the impact). If it's likely that students are having significantly different responses to the event--for example, some celebrating, some threatened-- you can name that too.

Refrain from or reflect carefully before sharing a "why"/analysis. This can be especially important if your course learning objectives do not already lead you/your students to analyze similar events and/or you do not yet have a clear sense of how what you share may impact students.

Express care.

Use whatever medium you're comfortable with (say something during class, send an Announcement via Canvas, etc.).

Be clear with yourself, and then with students, about whether this is an invitation to a class conversation. If it is, encouragement to see the last bullet in this section around planning. If it is not, clearly transition students to whatever the thing is that the class will focus on next.

Two examples of brief acknowledgements: The following examples aren't models; they just illustrate that there are multiple ways to acknowledge impacts, regardless of our personalities as educators or our course content.

While it doesn't directly connect to our class content, I know some students are being impacted by the ___ war. Please get support from others if that is you, and know you are not alone--you can always contact Counseling Services on their 24-hour hotline (346-3227).

I know many of us are thinking and feeling a lot about the ____ war. There's a lot violence and fear and loss, and some of you and your families and friends are directly experiencing that fear and loss. Please connect with supports if you need them, including with Counseling Services--they have a 24 hour hotline, and you can always find their info in Canvas, under 'Mental Health Resources.' We're going to shift into our first activity for the day now, but please take care of yourself, and participate at whatever level you can today.

Be clear about purpose:

Ensure that if we choose to engage with the content of a traumatizing event, we do so purposefully by explicitly linking activities to the goals of the course or discipline, and by weighing risks. It is neither possible nor desirable to expect students to be able engage with a question or claim from a a purely intellectual, abstract remove, particularly when the question or claim contains elements of dehumanization (the frequent precursors to traumatic events). This does not mean that learning from or about these events should not occur, but instead that we do our due diligence to not add to suffering, and that we plan with greater care for discussions (see Designing Discussions for Universal Participation).

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Trauma-Informed Pedagogy (TIP) | Teaching Support and Innovation

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Faculty participants in Dr. Anita Chari’s 2020-21 Trauma-Informed CAIT wrote about the somatic practices they used in the classroom:

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This page offers definitions and context for what trauma-informed pedagogies and their principles are, and why considering the effects of trauma and pedagogies responsive to them might be useful. It also offers guidance on how to translate principles into teaching practice, navigate potentially charged course content, and/or navigate an ongoing, large-scale traumatic event that is likely impacting students.

This resource explores:

The focus of this page is on pedagogical practices that can be universally applied, regardless of what we may know about a student. But if you are concerned about an individual student's wellbeing, know that in addition to referring them to campus supports, you can contact Counseling Services to request a consult and/or can report concerns to the Dean of Students.

What is "trauma-informed pedagogy"?

Defining trauma

Trauma is characterized by the Substance Abuse and Mental Health Services Administration (SAMHSA) as the combination of three things:

1. Exposure to traumatic event(s) where "actual [...] physical or psychological harm" or "extreme threat of physical or psychological harm" occurs; these events may may occur once or repeatedly (SAMHSA, 2014a). Examples of types of events include war, abuse, and natural disasters.

2. Experience an individual has of the event(s) cause the individual to respond with "intense fear, helplessness, or horror" (SAMHSA, 2014b). As SAMHSA (2014a) notes, particular events "may be experienced as traumatic for one individual and not for another (e.g., a child removed from an abusive home experiences this differently than their sibling; one refugee may experience fleeing one's country differently from another refugee; one military veteran may experience deployment to a war zone as traumatic while another veteran is not similarly affected)."

3. Effects of the events are adverse and lasting (SAMHSA, 2014a), where the effects may alter "the response of the individual to a variety of future experiences [...] those alterations are pathological, compromising functional capacity" (Richter-Levin & Sandi, 2021).* A subset of those exposed to an event have lasting adverse effects that may warrant a diagnosis of a trauma-related mental disorder, such as Post-Traumatic Stress Disorder.

One of the most challenging effects that can occur is the overwhelming sensation that a past event which caused significant harm or extreme threat of harm is occurring again, in the present moment.

Characterizing trauma-informed pedagogy (TIP)

Context

"Trauma-informed" as a term and a varied set of principles has existed in health care, public health, and related fields since the 1990s, shaped in part by a growing body of research on the impacts of adverse childhood experiences (ACEs) on health and mortality. The term and associated principles has been used actively in K-12 educational contexts since the early 2000's, and has only more recently received more widespread attention in higher education, spurred in part by the COVID-19 pandemic.

Trauma-informed pedagogy (also sometimes called trauma-responsive pedagogy) tailors SAMHSA's initial principles for an education context. A representative example of trauma-informed principles from Dr. Janice Carello (2020) are presented in a slightly adapted form below.

Principles

1. Physical, Emotional, Social, & Academic Safety

Foster an atmosphere that respects individuals' needs for safety, respect, and acceptance, including feeling safe to make and learn from mistakes.

2. Trustworthiness & Transparency

Establish trust by making expectations clear, operating transparently, being consistent and reliable, and maintaining appropriate boundaries.

3. Support & Connection

Connect students with appropriate peer and professional resources to help them succeed.

4. Collaboration & Mutuality

Create opportunities to provide input, share power, and make decisions; act as allies, rather than as adversaries, to reach common goals.

5. Voice & Choice

Design in opportunities for choice and exercise of agency so students can develop confidence and competence.

6. Social Justice

Strive to be aware of and responsive to forms of privilege and oppression in order to respect one another's diverse experiences and identities.

7. Resilience & Growth

Emphasize strength and resilience over deficiencies and pathology. Ground feedback in the belief that the student can succeed and in the goal of facilitating growth.

What TIP is not

It is not therapeutic in a clinical sense, nor does it require knowing anything about individual students; much like Universal Design for Learning, it can be applied to design and practice regardless of individual circumstance (although it does not disregard individual experience).

It does not teach students about trauma (although a course that does have trauma as part of its course content could use this pedagogical approach). As with other pedagogies, it can be used across disciplines and contexts.

It does not require instructors to take on more, or to go outside of their role. It is an approach to design and to thinking, and overlaps with other sound pedagogical approaches.

It does not only benefit students who are experiencing or have experienced trauma. As with other approaches that design responsively for student variability (UDL, Culturally Responsive Pedagogy, inclusive teaching, etc.), it benefits all students.

It is not in conflict with rigor, high expectations, and students' ability to reach learning objectives.

Why consider TIP?

Students have experienced traumatic events

We can expect that some of our students will be in active trauma responses at some point during the term. While trauma occurs from a wide variety of experiences, sexual assault is one of them. In this area alone, according to the most recent Campus Climate Survey on Sexual Assault and Misconduct (2019), 20.8 percent of undergraduate women, the same percent of trans, genderqueer and nonbinary undergraduates, 6.4 percent of undergraduate men, 9.8 percent of women graduate students, and 15.3 percent of trans, genderqueer and nonbinary graduate students reported being sexually assaultedduring their time at the University of Oregon.

We know that most of us will be impacted at some point by some type of traumatic event, and that not all people who experience them have lasting effects. But in considering the subset who do, it may be helpful to remember that this range of experiences will not be apparent to us as educators, even if some of the behaviors related to them may be.

Learning is unlikely to occur when someone is having a trauma response

Such responses are physiological and automatic--not ones students can turn off at will. As Education Northwest notes, "Even after a stressful or traumatic situation has ended, people can continue to react as if the stress or trauma is continuing. They become self protective; they spend a lot of their energy scanning their environment for threats; their bodies act as if they are in a constant state of alarm; their brains are endlessly vigilant; and they may experience a constant baseline feeling of low-level fear, which leaves less space for curiosity, exploration, and learning (Hoch et al., 2015)" (Davidson, 2017).

TIP can create an environment that allows for better self-regulation

How students support their own internal processes and experiences is their work. TIP does not do that work for them but instead anticipates some of the things students may need to know so they can plan to access their own internal and external resources.

How might we use TIP?

Translate principles into teaching practices

1) Physical, Emotional, Social, & Academic Safety. Foster an atmosphere that respects individuals' needs for safety, respect, and acceptance, including feeling safe to make and learn from mistakes.

Integrate mistakes into course activities in a way that explicitly values them and uses them to further learning.

Offer low-risk, repeatable opportunities to demonstrate knowledge; ensure that elements of graded course assessments (such as medium, genre, timing) are ones they've already experienced within the course.

Minimize surprises, such as cold calling​.

2) Trustworthiness & Transparency. Establish trust by making expectations clear, operating transparently, being consistent and reliable, and maintaining appropriate boundaries.

3) Support & Connection. Connect students with appropriate peer and professional resources to help them succeed.

Refer students who mention basic needs concerns, mental health challenges, disability-related needs, etc. to the relevant units (ideally with a "warm handoff")

Normalize help-seeking and accessing resources as a smart strategy successful students use

4) Collaboration & Mutuality. Create opportunities to provide input, share power, and make decisions; act as allies, rather than as adversaries, to reach common goals.

Create a "class agreement" or "class compact" that underscores beliefs and behaviors that might support class community and have students customize it together.

Omit grading curves.

5) Voice & Choice. Design in opportunities for choice and exercise of agency so students can develop confidence and competence.

Offer different options for participation, including solo or group work​

Encourage students to do what they need physically to support learning ​

Normalize variety of participation and co-working behaviors as positive contributions​

Design choice into assignments and in-class activities (in topical focus, or in goal, or in process of task) ​

6) Social Justice. Strive to be aware of and responsive to forms of privilege and oppression in order to respect one another's diverse experiences and identities.

7) Resilience & Growth. Emphasize strength and resilience over deficiencies and pathology. Ground feedback in the belief that the student can succeed and in the goal of facilitating growth.

Be clear verbally and in action that you know all students can succeed in your class (growth mindset vs. fixed mindset).

Invite students to reflect on their own growth, and to set their own goals for additional growth.

Share feedback that is oriented to both student goals and towards what is needed to reach the next level of skills/knowledge students might aim for.

Explore somatic practices

Somatics, as a term, applies to a range of practices focused on our embodied sensations, frequently with the goal of reducing physical and mental pain and increasing awareness and resilience. Instructors interested in practices that focus on embodied mindfulness have explored integrating them into courses to support students in their learning and well-being.

While the language and scholarship used in somatic practices differs from the trauma-informed pedagogy characterized above, they can be complementary, and they offer a range of ways to remind ourselves and our students to pause, notice, and be embodied. Resources to consider exploring include the Trauma Research Foundation's Somatic Resources Library (recorded sessions), Dr. Anita Chari's work (at right), or Johns Hopkin's resource on Somatics and Self Care.

Faculty participants in Dr. Anita Chari's 2020-21 Trauma-Informed CAIT wrote about the somatic practices they used in the classroom:

Using a grounding practice in class

Dr. Erin Hanna, Associate Prof Media Studies, Department of Cinema Studies
Reflection: My goal going into this CAIT was to develop strategies that would allow me to meet my students where they are and support them, not just as learners, but as whole human beings, with all the complexity that entails. In the past, I have experimented with and explored different pedagogical approaches that align with these goals by promising to improve learning and create more inclusive and accessible classes. What was often missing from these approaches, however, was the basic acknowledgement that in order to do this work in a meaningful and sustainable way, faculty also need access to resources and support (both internal and external). We, like our students, are whole and complex human beings and when we enter the classroom, we bring the whole of ourselves into that space, too. Trauma-informed pedagogy is the first approach I've encountered that feels like it genuinely addresses both the need for inclusive and accessible learning environments for students and the reality that this cannot happen without faculty who are supported in developing the tools and skills to care for and resource themselves, both inside and outside of these spaces. On a fundamental level, that validation and perspective shift, paired with some concrete tools and practices I have learned, have helped me to recognize where and how I can support and care for myself and my students, where and how institutional structures have historically made this challenging, and where and how change might be possible.

I have already incorporated trauma-informed pedagogy into my teaching and find the grounding and containment practices particularly useful, both inside and outside the classroom. I use the containment practice on my own, before I step into the classroom. And in some classes, I now begin by leading the group in a short grounding practice. Since I began incorporating these practices, my experience navigating challenging discussions or moments of tension in the classroom has started to shift. Whether I do these practices alone or with my students, I find that I am better able to resource myself in the classroom because the act of slowing down before lecture begins helps me to feel more centered and focused as I teach. And when difficult situations do arise in the classroom, I feel better equipped to see these discussions through with confidence and empathy. Similarly, I've observed that my students seemed better able to work through and move on from moments of conflict or controversy when they arise.

In many ways, however, the work of trauma informed pedagogy is about more than implementing a set of practices or working with a particular set of pedagogical tools. It is about shifting our relationship to our students, ourselves, and our work by recognizing that our intellectual pursuits are not separate from, but ultimately depend on, our ability to consistently return to and learn from the wisdom deeply embedded in our own bodies.
Short Grounding Practice
Note to instructors: Move slowly through the instructions and don't be afraid to include long pauses after each step. Slowing down is an important part of calming and regulating the nervous system. Keeping this slow pace is also important because it enables you to participate in this practice as you guide your students through it, without feeling rushed or overwhelmed. I try to spend about 5 minutes on this practice at the beginning of class, but the pacing and steps can be adapted to be longer or shorter. Before beginning the practice, remind students that while they are all included, no one is required to participate. To reinforce this, I include the following text on my slides during our grounding practice: "This short grounding exercise is completely optional. If this doesn't feel helpful right now, you can simply sit quietly and do anything that feels relaxing/comfortable for you. Please know that whether or not you participate in this exercise, you are included."
Find a comfortable position with your feet on the ground and close your eyes. Take a few deep breaths and just check in with your body. Notice any sensations that arise and where you are feeling them in your body. Where is your energy right now-do you feel like your nervous system is sped up? Or moving more slowly? Where do you feel those sensations in your body? What do they feel like? Now take a few more deep breaths and start to move your attention down your body and concentrate on the contact between your body and the chair. Feel where your back is making contact with the chair. Try to focus on that sensation for a few moments. Now move your attention down to your sitz bones-the bones at the bottom of your pelvis that are making contact with your chair-notice if one side feels heavier or like it is making more contact than the other. Is it the left side, or the right side, or just an even feeling of contact with the chair? Do you feel more weight or heaviness on the front or the back of your sitz bones? Does the quality of contact feel like more wide contact or more narrow contact? Now take a few more deep breaths. Slowly open your eyes but keep your eye muscles relaxed and your gaze soft and just take a few more seconds to bring your awareness back into the room and the space we are sharing with each other.

Inviting students to slow down

Emily Adler Mosqueda M.S., CCC-SLP, Assistant Clinical Professor/Supervisor
My clinical instruction now includes teaching students how to slow down, ground and orient. I chose this practice to share with students as it is foundational to other trauma-informed pedagogy I mention throughout the term and was my personal access practice to deeper experiential knowledge of my own nervous system. I invite students to participate in this practice a few times throughout the term. We engaged in a guided practice of noticing one's breath, body scanning and awareness to lower parts of their seated selves, and upon completion a slow orientation to their physical space. The first few times I did the practice with students, I was nervous there would be low participation. I have adjusted the length of the practice and believe that has increased the level of participation. After the first time sharing this practice, a few students commented to me that they felt calmer. Another student shared later that they'd continued the practice when they noticed they felt stressed and took the 60-90 seconds to slow and ground which resulted in a calmer state to engage with their tasks. My hope is this practice will support students while in graduate school, and once they're professionals.

I appreciate this practice because it allows me to engage with students wholistically. The more I use the practice personally, I've found I'm more attuned to subtleties of group dynamics and therefore needs of my cohorts of students. I'm now able to respond to the group or an individual with more care and curiosity to their experiences and how they're intersecting with me and the content I share. Students comment that they feel calm in my office space and come to office hours 'to feel better' about school and life.
Anonymous faculty
The practice I plan to implement more in my teaching is the simplest: the skill of slowing down. I have already used this in one of my classes, but I want to integrate it into the other classes I teach as well.

In the class where I used this practice, I invited the group to take a few minutes to close their eyes and then walked them through focusing first on their breathing, then their bodies, then their emotions. I suggested they just notice, rather than trying to shift anything.

Overall, it felt quite successful, and students reported that they enjoyed this practice and wished to do more of it throughout the term. I don't think anything was challenging about it, other than making space for it in a busy class agenda.

I really appreciated how the room felt different - calmer and more centered - after the practice. And I liked having the moment of stillness, too. It allows me to calm myself and focus before embarking on class.

Working with student teams in conflict

Aniko Drlik-Muehleck, Portfolio Manager, Institute for Policy Research and Engagement, PPPM
Situation: I work with team-based classes. This year, due to a perfect storm of factors, almost all the teams in one class are fraying: some are on the verge of disintegration, some have already disintegrated. Frustrations are high, and students are seeking outlets for their frustrations. Sometimes this means disengaging, sometimes it means behaving passive-aggressively towards others, and sometimes it means needing to vent to me or someone else.

Naming: acknowledging the mess of a situation in multiple ways

Full-Class Journalizing Activity - Acknowledging our circumstances at the beginning of a class, accompanied by a journaling exercise asking them how they resource themselves in stressful times, followed by a full-class share-out

After this class, a student reached out to let me know that even if other people thought the activity was silly, they thought it was incredibly important and they were grateful for the space to take this pause

Naming: acknowledging the mess of a situation in multiple ways

Mid-Term Written Reflection - Acknowledging our circumstances in writing as the set-up to a written mid-term reflection asking students to name how they were currently feeling and what they're learning about their ability to work through difficult situations (See assignment text below)

This gave students an opportunity to share how burned out they were feeling - I think expressing this in words was important so that they knew they were suffering alone

I tried to provide comments about additional resources, although I don't know if/how they found this helpful

Naming: acknowledging the mess of a situation in multiple ways

Prefacing Team Meetings - In team meetings, acknowledging our circumstances as a set-up for why I'm making a decision to take a project/group in a different direction, asking how this sits with them, and having a group discussion about these decisions

I have been able to have empathetic, rather than adversarial, conversations with small groups

Teams have understood my decisions (even if they didn't like it), and this has allowed everyone to keep moving forward in some form

Slowing Down: listening to students individually and prompting them with questions:

"I wanted to check in to see how you are doing. I've noticed [name behavior that we're trying to address]. I'd like to know more about why this is happening."

I have been able to have empathetic, rather than adversarial, conversations with individuals and we have built shared understanding about the circumstances we're in

*Mid-Term Reflection Assignment Text
Please take a moment at the middle of the term to pause and reflect on your project, yourself, and your team experience.

Instructions: Please reflect on the following prompts and document your answers. You can do this in writing, as a video, or through some other medium that helps you reflect (for example, I've had some students that prefer to do some kind or annotated drawing/diagram). I just need enough information to understand your thinking around each prompt. I expect you to spend about 30-60min on this assignment.

Project:

You are about five weeks out from a final deliverable. What are feeling most confident about and what are you feeling most daunted or challenged by?

What would be most helpful from your coach and/or the instructor in terms of feedback and support as you approach the finish line?

Yourself:

Describe your general level of motivation and engagement right now (please be honest) - are you feeling pretty burnt out and ready to be done, are you feeling engaged and excited, or are you somewhere in between?

If you are feeling pretty low motivation and engagement: What are some strategies that have worked in the past to keep you moving forward? What new strategies might you try to keep yourself moving forward?

If you are feeling higher motivation and engagement: What factors have contributed to putting you in this place? What takeaways do you have for how to set up projects in the future to maintain momentum for yourself?

Teamwork can be fun and engaging, teamwork can by challenging, teamwork can be bang-your-head-against-the-wall frustrating...each of you are having your own unique experience of teamwork through Capstone. Whatever the experience has been for you, please take some time to solidify some learning for your future self:

What do you need most from team members to feel supported, engaged, and productive?

What steps can you take during the team formation phase to ensure you'll get what you need from your team?

What steps can you take after the team formation phase (when you team actually starts working together) to ensure you'll get what you need from your team?

Exploring and holding our own boundaries

Sarah Ebert, Senior Instructor, Dance
I joined the Trauma-Informed Pedagogy CAIT this year thinking I would learn new pedagogical strategies for supporting students in these extraordinary times. What I hadn't fully considered was how my own state of activation was an important part of the pedagogical equation. Anita Chari's somatic offerings helped me develop a personal practice that aided me in settling my own nervous system before engaging with others - a necessary step in developing a thriving and sustainable teaching/learning community.

I want to share the relief and comfort I felt when I learned about the "cycles of completion," which describe the non-linear process of activation and digestion. Essentially, physical sensations I feel when activated (rapid heartbeat, shallow breath, nausea, dizziness, general jitters) will come and go and eventually lessen over time. In these moments of activation, it's easy for me to lose my sense of time because everything seems so urgent, and then I feel like I haven't made "progress" in my healing when those uncomfortable sensations return. The cycles of completion are a critical reminder that progress is not always linear. My thoughts and sensations will arise intermittently as I digest them, and understanding this helps me to be more patient and forgiving with myself and others. It's important to remember that my students experience this as well and are in their own cyclical processes of activation and digestion.

I also appreciated the practice of containment or setting boundaries. As an empath, I find that I am very sensitive to students' feelings - almost as if I am feeling them myself - and must work hard at meeting but not merging with the students. Having clear boundaries is an intellectual and emotional task, of course, but I also appreciate the opportunity to embody my physical container in the Trauma-Informed Pedagogy CAIT. This has been a beneficial practice in preparation for discussing challenging content in the classroom with a group of students as well as one-on-one conversations. I even brought this concept into my course DANC 270 - Contemporary II (a dance technique class for undergraduate dance majors, minors, and any UO student that fulfills the prerequisite), where students shared that this exercise instilled agency, trust, and respect:
I look around the studio at the top of class. It's Wednesday of Week 3. Spring term. I sense a deep fatigue in myself and see it reflected back to me in the faces and bodies of the student dancers, and so I invite everyone to find a comfortable place on the floor. Stillness and movement are both acceptable as dancers shift from an external focus to an internal survey. I personally pause as I settle myself. [comfort lives in the spaces in-between] I encourage dancers to allow the past and the future to flood their thoughts, as if they are playing a movie in their mind, before letting it all recede - much like the oceanic tides. They are left with cellular presence, a sensation enhanced by the metaphor of innumerable grains of sand on the beach. Unlike grains of sand, though, our cells are fluid-filled, contained by a membrane that is both a protective boundary and a receptive point of exchange. I bring our attention to the sensation of the cellular membrane. Time stretches in this state of listening and feeling. When ready, I invite them to sense their skin as a container, creating a boundary between themselves and the world around them. Stillness morphs into movement. The 'mind of the room' reflects the focus, the buzz, the permission to yield. The cool factor is shed as dancers care less about how they look and more about what they're experiencing. Sensation is the guide. We move from skin as the container to two inches above the skin - a kind of force field that serves as a container or boundary. Which is it? These feel like two different experiences. We expand to six inches, two feet, six feet, twelve feet. Finally, we explore which boundary feels the most comfortable at this moment in time (knowing that it is likely to change). Movement morphs back into stillness for a moment before we take a walk while maintaining our current boundaries. I encourage dancers to sharpen their gaze just enough to make eye contact briefly with another dancer as they pass. Then we pause our walk at the moment of making eye contact, holding the integrity of our own personal boundary and simultaneously sensing and respecting someone else's boundary. After 5-6 exchanges we take our final pause with a partner, and I call for a break. We all emerge from this practice as if we have been deep sea diving for pearls; our smiles radiate sunshine at the surface.

Using grounding exercises with graduate students

Dr. Maile Hutterer, Associate Professor, History of Art and Architecture
My introduction to trauma-informed pedagogy coincided with a terms that were focused on graduate seminars and graduate student advising. In particular, all of the students for whom I serve as primary advisor were going through program milestones.

Talking about trauma-informed pedagogy with this group of students allowed me to normalize feelings of overwhelm that are woven into our current model of graduate education. We practiced visualization and embodiment together in group meetings.

I also found embodiment practices to be helpful tools during points of high stress. For example, I integrated a short grounding exercise into a student's comprehensive exams. This is a tool that I will definitely use again as I work toward finding ways to decouple assessment from anxiety.

I imagine myself also integrating short visualizations into undergraduate classes, potentially as a way to come together at the start of each class period.
Description of grounding practice, used during comprehensive exams
I used a grounding practice to mitigate feelings of overwhelm during a doctoral student's comprehensive exams. In essence, this was a 5-minute guided exercise, that can be used to reduce anxiety through an intentional slowing down of the nervous system by drawing attention to the body. I used this practice as a break between the minor and major examination areas. My intention was to give the student an opportunity to refocus, center herself, and the return to the exam with an enhanced sense of ease.

I began the practice by congratulating the student on making it to the midpoint in the exam. I then informed her that I was going to give her the opportunity to recenter herself before moving to the next session. I invited her to close her eyes with me, and I asked her to bring her attention to the lower part of her body, focusing on the contact between her back and the chair. I then slowly drew her attention down the lower part of the body, ending with her feet and the pressure between her feet and the floor. This took about 3 to 4 minutes. I then asked her to open her eyes with a soft focus and awareness of the space between objects. After 30 seconds or so I thanked her for participating in the grounding exercise and asked if she was ready to resume the exam.

In an subsequent debrief of the oral exam, the student reported that the grounding exercise was helpful in two ways. First, it affirmed that I, as examiner, was attuned to the stressful nature of the examination process. Second, it allowed her to detach from the previous minor field section of the exam so that she could be more fully present and focused on the major field section. As the examiner, I observed a reduction in the anxiety of the student following the grounding exercise. Ultimately, I found it to be helpful and I plan to repeat this practice in similar circumstances (oral examinations and defenses). In the future, I will forewarn other committee members of this practice so that they can choose to participate or abstain.

Becoming aware of sensory experiences during class

This post describes using two grounding practices in two different contexts:

1. Practice used during in-person meetings with individual students before anxiety-triggering situations and in the classroom: Grounding practice

2. Practice used during Zoom class meetings: Grounding and Orientation-in-Space practice

I implemented those practices that have felt both beneficial to myself, and simple enough to be easily done without my needing a lengthy 'script' to lead them. Because I initially felt anxious about the reaction of an entire class to the introduction of any practice, I first experimented with a grounding exercise when meeting with teams of students who were about to lead class discussion. They reported that the practice made them feel less anxious while still allowing them to acknowledge their own state of activation (nervousness). I had the impression that the practice made them feel comfortable in their own skin as discussion leaders. In Fall quarter, I would like to implement this practice before every student-led discussion, and do it with the entire class instead of only with the discussion leaders.

The second practice I implemented was a grounding and orienting-in-space exercise during one week of class meetings on Zoom. It is so easy to forget our physical body and its positioning in an environment during Zoom meetings... I have found it particularly rewarding to be aware of my entire body during a virtual meeting, to be allowed to close my eyes for a few minutes and then orient myself in the physical space around me afterwards. I am planning to integrate this practice into every synchronous Zoom meeting of my summer class.

On a more general note, I would say that engaging in the Trauma-Informed Teaching CAIT has increased my awareness of students' bodies: the way they sit, move across the room, hold their head, gesture when speaking, and much more. I have been more aware of the physical needs of students without them needing to express those needs explicitly themselves. For example, I had a student who cannot process information in an environment with auditory overload, so they often had to leave the classroom during group discussion. While in the past, I would have been mostly focused on maintaining the intellectual quality of the discussion in the classroom, I regularly went to see that student outside the classroom for a few minutes, or asked whether another student would like to join them in the hallway.

Spiral journaling for class mindfulness and brainstorming

Dr. Kristy Bryant-Berg, Senior Instructor, Department of English
Instructor Planning: Decide whether or not you will ask your students to share their journaling (either in small groups or with the whole class) at the end of this activity or not, and let the students know before they begin; also, when it comes time to share, give students the option of taking a pass on reading their writing to the class since this journaling can tap into more private feelings and experiences than most academic writing. Remind students who opt out that they are still included and the journaling they did is valued. Create four simple questions about a single topic/moment that you would like your class to reflect upon. Strive for balanced combinations of questions so that they help students observe your chosen topic/moment from four different angles, like the four directions found on a compass. Dedicate these questions to observations rather than analysis and craft them to help students consider your topic/moment more fully, authentically, and openly.

Suggestions for Balancing Questions: If one question asks about an obstacle currently being faced, include another question about a resource that might help address this challenge. If one question asks for personal perspective, offer another focused on the larger community. If one question prompts consideration of a regret or feeling of discomfort, create another question sharing a gratitude or feeling of comfort. If one question asks for recollections about influences from the past, include another question describing experiences in the present, and a third question inviting anticipations for the future. Including a prompt that allows students to pose their own questions is also a helpful choice for one quadrant of the page; like drawing spirals, our questions can keep our focus going and growing.

Tools Students Will Need: Piece of paper (preferably unlined), a writing implement of their choice and proximity to a writing surface, like a desk or table.

Initial Prompt: Once you have your piece of paper and writing tool at the ready, find a place at a desk or table where you can sit with both feet firmly planted on the ground and lean into your writing with comfortable posture. Then, fold your piece of paper in half twice, smoothing it flat each time to form two creases in your paper. For example, if you have a rectangular piece of printer paper, fold lengthwise and widthwise making clear creases as you fold. Unfold your piece of paper and find the natural center, the place where the two creases intersect, and mark this center with a dot.

Spiraling Prompt: Next, starting from your dot, draw a deliberate and even spiral, noticing the spaces in between each line and focusing on keeping them clear and even. No need to rush, take your time drawing this steady spiral. Feel your writing tool in your hand, and watch your lines gradually build on your paper, moving from the center of your paper slowly toward the edges. Taking your time, keep your gradual line growing outward, until you sense you have reached the outer edge of your paper. (You may want to pause your instructions here for three to five minutes for spiraling.) Once you run out of room to draw, stop there to observe your spiral. No two hand-drawn spirals are exactly alike, so pause a moment to notice this spiral.

Writing Prompt: (Remind your students about whether or not and how they will be asked to share what they write before asking them to start journaling.) Notice that in addition to your spiral, the creases divide this piece of paper into four sections. Dedicate each of these sections to answering one question. These responses can be single words, bullet points, full sentences, even whole paragraphs, whichever best your ideas and most comfortably fills the spaces on your page.

Tips: This spiral journal writing feels especially helpful when starting out on a new topic, class or undertaking and when classroom discussions or work have come to a sticking point. It can help broaden the scope of discussions, acknowledge ideas and experiences coming from outside the classroom, add further perspectives, and encourage reflection. This experience will be most effective if the instructor joins the students in the drawing and journaling, modeling focus and openness rather than watching or judging.

Acknowledgements: This spiral journaling concept derives from combining an exercise demonstrated by Maha Bali and Mia Zamora of Equity Unbound on the OneHE (a global collaborative of educators) website along with mindfulness exercises in the Trauma Informed Education, Accountability, and Antiracist Practice CAIT led by Anita Chari at UO in Spring 2022.

Navigate potentially charged course content

In some of our courses, content may include or directly focus on events that likely intersect with the traumatic experiences of students (such as suicide, racial discrimination, sexual assault, domestic violence, child abuse, or war (as a civilian or as military). Content and learning objectives that do focus on these significant elements of our human experience are crucial offerings at UO. The following teaching practices will give some students the information they need to plan for their own self-regulation.

Part of the underpinning of these practices is to, where possible, giving students choice and control over sensory input and mechanisms they can use to to narrow focus and slow down time if needed (time from encountering the initial question or content to the moments a class might engage with it).

Identify for yourself and be transparent with students about the specific purpose of content/activities, and articulate that purpose both in writing and verbally for any content or activity you engage in.

If students will engage in discussion about the topic, consider how you will design that discussion in ways that will support them and learning.

Foreground perspectives of and questions from people who have been most impacted (in terms of course content and discussion prompts).

Where synchronous activities--such as discussions on challenging topics-are planned, consider offering discussion questions in advance, if you do not already offer this.

Where synchronous or asynchronous content or activities include video or audio, ensure there are captions, and that students can modify sound levels and play at different speeds if needed.

Where synchronous or asynchronous content or activities created by the instructor (for example, on slides or handouts) include graphic images, ensure the purpose for including the image is clear for both instructor and students (can signal this in a heading or caption).

Where content or activities may have material that would not reasonably be anticipated or that is graphic, content warnings may help students in the form of

Navigate current traumatic events

The examples SAMHSA gives as types of traumatic events--war, abuse, natural disasters--are not, of course, fixed in our pasts, nor are they experienced only at the individual level. They are also occurring now, and they impact us as communities--communities we and/or our students are part of.

While a trauma-informed approach is still supportive when an event is occurring, part of the reason it supports self regulation and decreases the likelihood in increasing harm is because it supports differentiation between the traumatizing event(s) and what is occurring now. Survivors may momentarily experience a past event as though it were still occurring, but TIP principles/practices help us to return to the relative safety of the present.

When students are experiencing continuing violence--whether that's interpersonal violence they've disclosed, or mass violence, fear, and loss that we can assume members of the UO community are impacted by--it is important to:

Acknowledge that students (and instructors) are being impacted by violence and loss, and that seeking support can be important (from UO Counseling Services, their friends and family, or others). Let them know they can contact Counseling Services for confidential support at 541-346-3227, or can click on the "Mental Health Resources" icon on the left navigation bar in any Canvas course.

Acknowledge that students (and instructors) are being impacted by violence and loss, and that seeking support can be important (from UO Counseling Services, their friends and family, or others). Let them know they can contact Counseling Services for confidential support at 541-346-3227, or can click on the "Mental Health Resources" icon on the left navigation bar in any Canvas course.

Unsure what to say/not say? Using whatever words feel natural to you, know you can:

Be brief.

Name the "what" (the event and the impact). If it's likely that students are having significantly different responses to the event--for example, some celebrating, some threatened-- you can name that too.

Refrain from or reflect carefully before sharing a "why"/analysis. This can be especially important if your course learning objectives do not already lead you/your students to analyze similar events and/or you do not yet have a clear sense of how what you share may impact students.

Express care.

Use whatever medium you're comfortable with (say something during class, send an Announcement via Canvas, etc.).

Be clear with yourself, and then with students, about whether this is an invitation to a class conversation. If it is, encouragement to see the last bullet in this section around planning. If it is not, clearly transition students to whatever the thing is that the class will focus on next.

Two examples of brief acknowledgements: The following examples aren't models; they just illustrate that there are multiple ways to acknowledge impacts, regardless of our personalities as educators or our course content.

While it doesn't directly connect to our class content, I know some students are being impacted by the ___ war. Please get support from others if that is you, and know you are not alone--you can always contact Counseling Services on their 24-hour hotline (346-3227).

I know many of us are thinking and feeling a lot about the ____ war. There's a lot violence and fear and loss, and some of you and your families and friends are directly experiencing that fear and loss. Please connect with supports if you need them, including with Counseling Services--they have a 24 hour hotline, and you can always find their info in Canvas, under 'Mental Health Resources.' We're going to shift into our first activity for the day now, but please take care of yourself, and participate at whatever level you can today.

Be clear about purpose:

Ensure that if we choose to engage with the content of a traumatizing event, we do so purposefully by explicitly linking activities to the goals of the course or discipline, and by weighing risks. It is neither possible nor desirable to expect students to be able engage with a question or claim from a a purely intellectual, abstract remove, particularly when the question or claim contains elements of dehumanization (the frequent precursors to traumatic events). This does not mean that learning from or about these events should not occur, but instead that we do our due diligence to not add to suffering, and that we plan with greater care for discussions (see Designing Discussions for Universal Participation).

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Trauma-Informed Pedagogy (TIP) | Teaching Support and Innovation

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Faculty participants in Dr. Anita Chari’s 2020-21 Trauma-Informed CAIT wrote about the somatic practices they used in the classroom:

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Managing our emotions is hard, whether you are four or six or forty six! Teaching our children to effectively manage their feelings and emotions is such an important, ongoing task for both teachers and parents - there is no one-size-fits-all lesson for helping children to understand feelings, it takes many, regular touches as a child moves through the following stages of emotional development;

Recognising a range of emotions in themselves and others

Recognising the physical and emotional responses we have to each of these emotions

Learning to express their own feelings verbally

Learning to calm oneself down in the face of overwhelming emotions, and

Learning to treat others with kindness and empathy.

Useful in both the home and the classroom, this collection of resources and activity suggestions includes tools that can act as useful prompts for discussion with children about a wide range of emotions, and guide you as you help your children to develop effective strategies for managing overwhelming, stressful feelings and emotions.

The collection includes feelings and emotions based printable posters, games, booklists and activity ideas to use with children across a range of ages.

Learning to master big emotions and the associated skills of emotional regulation helps children to succeed not just in childhood but right through to adulthood. And you never know... in helping your child, you may just find a strategy or two to help yourself.

The Managing Big Emotions Calm Down Poster Series

5 Steps for Managing Big Emotions Poster: The first poster in our Big Emotions series uses a hand motive to gives kids five options for working through overwhelming emotions.

9 Calm Down Ideas for Kids Poster: Nine effective calm down strategies handpicked for kids! Our emotions aren't one-size-fits-all feelings, and neither are the ways we each prefer to calm down.

Calm Down Yoga for Kids Poster: Combine movement with positive affirmations in this positive approach to teaching children to manage stress, anxiety and overwhelming emotions.

Take 5 Breathing Exercise Poster: Breathing has a huge impact on emotions and this simple technique helps kids learn the connection between controlled breathing and the positive impact it can have on feelings and emotions.

Useful Yoga & Mindfulness for Kids Resources

Calm Down Yoga for Kids Poster: Let yoga teach your child about patience and how to manage their bodies and emotions at the same time.

Walk Through the Garden Yoga Poster: Seasons change, and so do our children. Teach your child that their daily lives are much like the wind that blows through the treetops through this simple yoga routine.

Sun Salutation Yoga Poster: Increase flexibility and feelings of happiness with this fun and simple Sun Salutation Yoga sequence.

The Ultimate Library of Yoga for Kids Videos: Just when you think there can't possibly be any other yoga options out there for your kids, you'll want to check out our ultimate library of kids vids for more fresh ideas. A great resource for teachers with students of all ages.

8 Fun Breathing Exercises for Kids Printable: Controlled breathing can help children to feel more in control of their emotions and this collection of eight fun breathing exercises makes breathing for mindfulness more accessible for children of all ages.

5 Mindfulness Apps for Kids: These five fabulous apps for kids make screen time more mindful and meaningful.

5 Mindfulness Ideas for Families: Connect as a family with these five ideas for supporting your family to grow and bond.

Feelings & Emotions Games for Kids

Feelings & Emotions Activities

5 Preschool Circle Time Lessons About Emotions - No Time for Flashcards

Preschool Emotions Song: How Are You Feeling Today? Let's Play Music

Feelings & Emotions Books for Kids

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Christie Burnett is a teacher, presenter, writer and the mother of two. She created Childhood 101 as a place for teachers and parents to access engaging, high quality learning ideas.

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Teaching Feelings and Emotions: 30+ Best Resources to Use With Kids

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Managing our emotions is hard, whether you are four or six or forty six!

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Conflict is an unavoidable reality of teaching. Whether it is caused within a classroom or occurs because of outside circumstances, conflict is inevitable. Once school leaders and educators accept this reality, the question isn't how can we avoid conflict? but instead how can we respond to conflict ?

Last year, BetterLesson hosted an interactive webinar on Exploring De-Escalation Strategies and Interventions . In this blog post, we will provide important take-aways and actionable resources to support school leaders and teachers in building out effective de-escalation practices.

Why Is De-Escalation Important?

The COVID-19 pandemic accelerated an already growing crisis : declining student mental health. Since students returned to in-person schooling, there has been a substantive growth in mental health challenges, leading to behaviors like aggression, violence, withdrawal, and self-harm.

This crisis is observed by school leaders and educators across all contexts. In fact, during the webinar, out of the 52 school leader participants, 45% indicated that behavioral issues were on the rise in their districts, with data (i.e. office referrals, disciplinary data, etc.) to prove it. And 43% of the participants indicated a rise in behavioral issues, despite not yet having supportive data. This means that almost 90% of school leaders who participated in the webinar agreed that - whether observationally or through data - teachers are struggling with challenging student behaviors.

On top of this serious student mental health crisis and the challenging behaviors that follow it, there is another crisis: teacher burnout . Similarly, teacher burnout, an issue that has been persistent for years, has been exacerbated by the difficulties of the pandemic.

The combination of these realities - declining student mental health and teacher morale - creates a remarkably challenging landscape for students, educators, and school leaders. How can schools both recognize this challenge with compassion while also providing a path forward that promotes connection and restoration? The practices and strategies associated with de-escalation provide one powerful path toward rebuilding positive, healthy, and productive classrooms.

Understanding Behavior Escalation and De-Escalation

Before diving into the tactics of de-escalation, it is important for educators to interrogate the underlying causes of behavioral issues. Without this understanding, it is easy for educators to conflate behaviors with the whole student. In other words, rather than saying "This student is exhibiting challenging behaviors," an educator who lacks understanding of root causes of behavioral issues might say, "I have a challenging student." The behaviors, then, define the student. Instead, when we look into underlying causes, educators can more easily maintain connection with their students and more readily understand effective de-escalation techniques.

While the root causes of behavior are different for every student, here are seven common underlying causes of challenging behaviors that can serve as a starting point:
A student exhibiting challenging behaviors might be...

Dealing with an upsetting situation

Coping with sensory issues

Struggling with a learning disability

Wanting attention

Struggling with a mental health condition

Attempting to impress peers

Engaging in exploratory risk-taking

When we approach de-escalation through the lens of underlying causes, we avoid the trap of taking student behavior personally, and instead, we create the capacity to respond with empathy and understanding.

Seven Phases of Behavior Escalation

The seven phases of behavior escalation , coined by Dr. Geoffrey Colvin and George Sugai, explains the typical progression of how behavior escalation occurs.

Calm: Student is calm, cooperative, and focused.

Trigger: Something - either in the classroom or in their personal, outside lives - provokes escalation in student behavior.

Agitation: Student is increasingly unfocused, upset, and avoidant.

Acceleration: Student becomes solely focused on unresolved issue, non-compliant.

Peak: Student loses the ability to think rationally, may exhibit severe (violence, aggression, etc.) behavior.

De-Escalation: Severity begins to subside. Student's energy level drops.

Recovery: Student may experience regret, sorrow, shame.

It is important to understand that there are two sides to these phases: As the student's behavior escalates, the teacher's behavior can escalate, too. This is where these phases can become accelerated, the student's and teacher's behavior escalations contributing to one another's emotional dysregulation.

Instead, it is critical during moments of behavior escalation for teachers to attend to their own emotional regulation before responding to the student. This allows the teacher to respond in a calm, empathetic manner, which both helps to de-escalate the student and to center connection and repair during the Recovery phase. In this way, behavior escalation can be seen as opportunities to cultivate trust and relationship-building.

How to De-Escalate

There are three phases of behavior de-escalation that correspond with the seven phases of escalation: Before, During, and After.

Before Escalation

During the calm and trigger phases, there is an opportunity for teachers to engage in proactive de-escalation: to minimize the triggers that can occur within the classroom. There are three key strategies to reduce the likelihood and severity of behavior escalation:

Set and Continuously Improve Clear Expectations

When expectations for student and teacher behavior are unclear, there is opportunity for misunderstanding and tension. If a teacher, for instance, instructs students to "be quiet" during independent reading time, but they really mean "be silent," when a student is reprimanded for whispering - a behavior the student likely believed met the expectation - tension and distrust will grow.

Alternatively, when teachers set clear expectations with input from students, there are fewer opportunities for conflict. Moreover, clear expectations provide both students and teachers language for addressing behavioral issues without judgment.
Strategies for Setting Clear Expectations:
Build Relationships Every Day in Varied Ways

Building relationships is a critical practice to minimize opportunities for conflict and behavior escalation. And, when issues inevitably occur, strong relationships allow teachers and students to move toward the recovery phase more easily. However, while teachers are repeatedly told to prioritize relationship-building, they are not often provided tools and strategies to engage in these practices.

Strategies to Build Relationships :

Focus On the Positive More Than You Think is Necessary

There is extraordinary power in the ways in which we communicate with students. If students receive attention and connection primarily through negative or corrective actions, those disruptive behaviors will likely grow. Conversely, when teachers make a conscious effort to focus on positive behaviors and interactions, those behaviors are reinforced.

Strategies for Positive Interactions :

During Escalation

While behavior escalation occurs, there are key intervention strategies to help reduce the severity of the behaviors and to support students in moving toward the recovery phase.

During the earlier phases of escalation, teachers can provide non-disruptive interventions to help prevent further escalation. This might look like whispering a corrective instruction or simply checking in with the student.

Despite these early interventions, continued escalation can still occur. As this happens, first and foremost, teachers need to prioritize safety for everyone. This might mean asking for additional staff support during a moment of behavior escalation or allowing the student to have a moment outside the classroom.

As teachers respond to students during escalation, it is necessary to maintain students' dignity in order to focus on repair and relationship-building during the recovery phases. Here are ways teachers can connect with their empathy and maintain student dignity during a situation of crisis:

Acknowledge students' feelings.

State the observable and don't act out of assumptions.

Actively listen to understand.

Show that you believe them.

Re-assure that the relationship will still be there on the other side.

Another important consideration during behavior escalation is the experience of peers observing the situation. Ultimately, as other students watch this crisis unfold, they are looking for specific outcomes: Can the teacher keep us safe? Can the teacher support a student in crisis while keeping dignity at the center? Can the teacher bring us back to learning? In this way, moments of behavior escalation can also be seen as opportunities for strengthening a classroom community to prioritize dignity, relationships, and safety.
Strategies for De-Escalation:
After De-Escalation

As the student enters the de-escalation phase, teachers must first take care of themselves before supporting the student. If the teacher is feeling overwhelmed and dysregulated by the experience, they can inadvertently re-trigger the student and harm the relationship. Instead, by prioritizing their own regulation - taking deep breaths, relaxing their body, etc. - they are modeling self-regulation and they can more readily support the student in their own recovery.

The next step is to create space and time for the student and teacher to reflect and identify ways to move forward together. This phase is critical, as it lays the groundwork for how to respond to any conflicts or crises that might occur in the future.

Strategies for De-Escalation and Recovery :

BetterLesson Resources

Ultimately, behavior de-escalation is deeply tied to which is just one of BetterLesson's professional learning offerings. BetterLesson can partner with school districts to provide targeted, individualized support in building out school-wide building student resilience, student-centered instructional practices, including de-escalation tactics and mindsets.

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De-Escalation Strategies Teachers Can Use in Their Classroom

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Equip school leaders and teachers with actionable insights for effective classroom de-escalation strategies.

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A priority for us all in 2022 is understanding how we as educators can respond to the adverse impact of COVID19 on mental health. Good mental health for staff, children and young people begins with awareness raising and the development of an open, inclusive culture where individuals feel comfortable in talking about their wellbeing and supported in nurturing healthy self-care practice. The creation of a caring and compassionate Wellbeing Culture enables everyone to thrive in our new normal school communities.

Teachers and educators are uniquely placed to be positive role models by demonstrating the life-enhancing skills pupils need to help time-limit and mitigate anxiety and stress caused by COVID19.

As Ginott ¹ says of teachers:
1H. (1976) Teacher and Child, Macmillan New York

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Do-Be Mindful Homepage - Do-BeMindful.com

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A priority for us all in 2022 is understanding how we as educators can respond to the adverse impact of COVID19 on mental health. Good mental health for staff, children and young people begins with awareness raising and the development of an open, inclusive culture where individuals feel comfortable in talking about their wellbeing and supported in nurturing healthy self-care practice.

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On the next page you’ll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

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Adverse Childhood Experiences (ACEs) (Wales) 2017

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Why is this happening?

How do I help them to learn to handle their feelings?

Where do I start?

As a therapist with 20 years of experience and a mom of 2, I create practical resources with an organized way to explore lots of different styles of coping skills.

Tons of ideas

Just as our children learn in different ways, they also cope in different ways - a "one size fits all" approach isn't helpful. There are tons of coping skills ideas you can explore through the products here.

Organized

We divide our coping skills up into different styles: Relaxation, Distraction, Sensory, Movement, and Processing. This allows children to explore strategies that fit with their personality.

Useful in different settings

These resources can work in a therapy setting, at school, or at home.

VISUAL REMINDERS

The Coping Cue Cards are visual reminders to use coping skills when they are having a hard time. These can be placed in a desk at school, on the fridge, or in a counselor's office, or Our Reset Space.

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Coping Skills for Kids has products and resources to help parents and professionals teach children healthy ways to cope with stress, anxiety and anger.

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Help! I’ve Got an Alarm Bell Going Off in My Head!

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Ever wondered what happens inside our bodies when we feel angry, nervous, stressed or anxious? This straightforward, illustrated guide explores just that, explaining what happens to the brain and nervous system when that alarm bell in our heads starts ringing. It describes how our bodies can become very sensitive and set off false alarms, and includes tips and activities to help you reduce feelings of anxiety and keep your nervous system healthy. Designed for ages 9-12, the book aims to teach children who suffer from anxiety, stress or anger about the fight, flight or freeze response in their bodies and what can trigger it, and helps them to understand that it is something that everyone experiences. It also includes ways to manage the stress reaction and reduce feelings of shame. It is an invaluable resource for anyone supporting children who are easily triggered into anxiety or anger, including parents and carers, support workers, teachers, and therapists.

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T:G Make Lunch programme for free, hot, healthy meals for children and families who would otherwise go hungry

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T:G Make Lunch programme for free, hot, healthy meals for children and families who would otherwise go hungry

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TLG has 20 years experience of helping churches to get alongside struggling children, to bring hope and a future.

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Neon the Ninja for Sleep Difficulties Primary age

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Neon the Ninja for Sleep Difficulties Primary age

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Neon the Ninja has a very special job. He looks after anyone who finds the night time scary. Lots of us have nightmares, but Neon loves nothing more than using his special ninja powers to keep the nightmares and worries far away, and to keep the magical dreams and positive thoughts close by.This story will help to make night times feel safer and more relaxed for children aged 5-10 who experience nightmares and other sleep-related difficulties, helping them to connect with their inner ninja!About this series: Dr. Treisman’s Big Feelings Stories are written for adults to read with kids aged 5-10 to help children to understand their feelings. If you enjoy this book, why not check out Dr. Treisman’s Activity Books series; Neon the Ninja Activity Book for Children who Struggle with Sleep and Nightmares features the same story and comes with an abundance of extra guidance for adults and a wealth of creative expansion activities and photocopiable worksheets for children.

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Cloud spotting is a nice one!

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Relax and listen to the calming sounds from CBeebies Radio.
How it works
Listening to relaxing music can help children stop and reset. CBeebies Radio have eight calming sounds to choose from which allows you to experiment and find which one works best:
Waves, birdsong, rain, car journey, spaceship, white noise, pink noise and brown noise.
Claire Benton, Head of Audiology, Nottingham, says:

"Many children find these sounds relaxing and listening to them can help a child feel calm enough to fall asleep".

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Pablo - Seven techniques for helping kids keep calm

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Try these simple relaxation and mindfulness activities together and help your child learn to calm down when they feel stressed or anxious.

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Tension and Trauma Releasing Exercies

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TRE - Tension, Stress and Trauma Release

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TRE - Tension, Stress & Trauma Release | Relieve Stress & Trauma Through Body-Led Exercises

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Discover TRE® (Tension & Trauma Releasing Exercises) to naturally release stress and tension. Learn how to restore balance and resilience with TREglobal.org.

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It's a film about a humane prison in Norway where re-offending is significantly lower than other places, with almost no serious incidents, based on dynamic safety, which builds trust.

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Breaking the Cycle (TV Movie 2017) ⭐ 7.2 | Documentary

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Parent and Carers Guide to PACE (English)

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Using Polyvagal Theory to inform wellbeing