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Written by Dr Shoshanah Lyons, Clinical Psychologist and Clinical Director of Beacon House, a specialist mental health and trauma team based in Sussex.
Summary
Did you know that when we say a child has an attachment disorder, it is often not the whole picture? It is only one part of a seven-piece jigsaw puzzle called 'developmental trauma'. By putting together the puzzle, we can understand how a child's adverse childhood experiences have shaped their emotional world and outward behaviour. Once we understand this, we can then work with a child to help them with their developmental trauma using an innovative therapeutic approach called the 'Neuro-Sequential Model of Therapeutics'. This model recovers and repairs each part of a child's brain in a specific, phased and effective order. We need to ensure that the child's different environments work together using this model as a whole; including home school, therapy and even the GP - to ensure the child's best chances for recovering from their trauma and loss. Developmental trauma can be repaired - if we get the order and type of support just right.

Attachment is adaptive
The ideas described here are aholistic and whole life approach designed to help a child and their parent/carer to recover and repair from early trauma and disrupted attachment. It is an approach based on cutting edge research, and can be applied by everyone who knows a child who has been through chronic stress or repeated trauma.

The majority of people immersed in the world of working with or caring for vulnerable children have been taught about attachment styles. They understand the idea of 'insecure attachment' and that a child will either be 'insecure avoidant (disconnected), ambivalent (highly emotional and resistant) or disorganised in their attachment. This is the child's best way of coping with threat and danger.

Psychologist, Dr Patricia Crittenden, has now provided us with a heavily researched modern attachment theory that helps us take this further.
Crittenden has shown us that frightened children are not actually disorganised in their behaviour, but in fact they always organise themselves around danger by using a fluid combination of attachment behaviours to survive the environment they are in at that given moment. Children often have a 'default' attachment pattern, but they do not have one static attachment style. This helps us to understand why many vulnerable children are shut down (seen as "good") at school yet fall apart at home; or vice versa. It also helps us to understand why it can be so hard for some professionals to really see what is going on in a child's emotional world, as vulnerable children are so incredible at adapting to their environment.

But is attachment theory enough?
We (parents and professionals) have been so focussed on attachment that the other six pieces of the jigsaw puzzle are often not appreciated nor addressed. Without putting all these pieces together, working with a child who has early trauma is less likely to be effective and more likely to compound feelings of shame and inadequacy and ultimately failure.

Developmental Trauma
Children who have had a one off single traumatic event will likely show signs of PTSD. Children who have had multiple early life traumas will show symptoms of developmental trauma - which is a set of profound problems in all areas of their development.
It is becoming apparent that parents, teachers and therapists are not always aware of the other six jigsaw pieces which are just as severely impacted as attachment. Psychiatrist, Bessel Van der Kolk, has taught us that Developmental Trauma includes the following areas of difficulty:

When supporting a child with developmental trauma in therapy or in school, it is important to consider each and every one of these areas of impact.

Repairing from the bottom up
Hundreds of studies have shown us that children who suffer many adverse life experiences essentially suffer damage to brain development. As their brain grows, the negative impact on their neural systems means their brain is impaired and does not function as it should do. Considering it this way - a child suffering a 'prolonged brain injury' across the time that they are in a toxic environment - is more accurate than thinking that of their problems as simply 'insecure attachment'.

Bruce Perry, a pioneer psychiatrist in the area of child abuse and neglect, has developed what is known as the Neuro Sequential Model of Therapeutics. Perry reassures us that developmental trauma can be repaired, it depends on the nature, sequence, timing and duration of the support. In other words, trauma repair can happen only if treatment (and parenting/schooling) is organized in the order in which the brain injury needs to heal.

Even the best therapy will not work if we start in the wrong place and at the wrong time for that child.

Here's what you need to know about repairing developmental trauma in a way that is more likely to create change for the child:

The brain is organised in a hierarchical way. Here is the order that the brain develops as the child grows from birth to adolescence:
1. Motor and sensory input (brain stem/mid brain)
2. Attachment, emotions and behaviour (limbic brain)
3. Thinking, planning, inhibiting & learning (cortical brain)

The brainstem - the primitive part of the brain - is responsible for keeping us safe. It is the part of the brain that makes us run away from danger, fight for our life or freeze inside; and it keeps us alive. This is very helpful for a child living in a dangerous environment. Their brainstem will constantly be on high alert, ready to keep them safe and to prevent danger. It does its job extremely well.

The problem for traumatised children is that when they transition into a safe environment, the primitive brain does not turn off, so the child stays continuously in survival mode. We see these children operating constantly in Fight/Flight/Freeze/ mode; and normal every-day events signal danger to their brain. The child is developmentally stuck in their brain-stem, very little information can get passed up to the higher parts of their brain. Whilst they are stuck here, they cannot form secure attachments; manage their emotions or behaviour; think, learn or reflect because they are simply trying to stay alive in a world that they feel is highly dangerous. The key message here is that children's brains develop from the BOTTOM UP, and the higher brain regions do not work properly if the lower brain regions are stuck.
Academic learning happens in the cortical brain. If proper development in the first two brain areas does not happen, the child will not be able to learn, no matter how good the teacher is!
The child cannot form secure attachments and cannot think and reflect, because their brain is stuck on a loop in the brain-stem, illustrated in the Survival Loop diagram below.

Implications for therapy, education and parenting:

1. Everyone in a child's life needs to be aware of and understand the full picture of Developmental Trauma: A brain injury that needs a 'whole environment' approach to repair it.
2. The first goal of any intervention plan needs to be to stabilize the child's home and school environment, and to regulate their brain-stem.
3. The child's primary carer - whether that be birth parent, foster carer, adoptive parent or family member - needs support and nurture from their network. Without first a safe base at home, no amount of intervention outside of the parent-child relationship will be effective. This is a crucial part of stabilization.

4. We must look after the parent/carer by addressing their mental health and secondary trauma needs. Caring for a child with developmental trauma is difficult in all aspects of life, and will naturally trigger buried issues in the adult. These need to be supported and the parents' brain repaired so they can help the child repair. The parents' mind needs to be the child's safe base. Sensitive parenting calms the child's fear over time.

5. The 'challenging behaviour' we see in the child begins in the brain-stem, the primitive brain. Without addressing the developmental needs of the brainstem, the other parts of the brain will remain virtually immune to treatment. Traditional talking therapies usually do not work with children who have brain injury to their brainstem as they simply cannot process cognitive conversations, or develop 'insight'. It can even make things worse as the child will feel a failure for not being able to do something their brain isn't developed enough to do anyway.

6. Traditional parenting does not work so well for children stuck developmentally in their brain-stem either. Parents/carers need to be trained in a unique approach to parenting therapeutically, to enable the child to regulate their senses; before attachment can become more secure; and before the child can make sense of their life story.

7. Children with brain-stem hypervigilance, impulsivity, and anxiety need patterned, repetitive activities to re-organize and regulate the brain-stem. This includes dance, drumming and music. Eadaion Breathnach (an Occupational Therapist) has developed the innovative and pioneering approach known as Sensory Attachment Intervention. SAI is a trauma-informed sensory processing therapy which calms the fear response in children; and re-attunes the relationship between the child and adult. Sensorimotor Psychotherapy and drama therapy are other body based approaches that work specifically 'bottom up'. Such body/sensory work should be offered first to enable the child to benefit from traditional talking therapy later in their therapy journey.

8. Brainstem-activities need to be consistent, predictable, patterned and very frequent, over a sustained period of time. This is what it takes to re-train the brain-stem. This needs to be mastered first, before the child is expected to sit and think, reflect and learn. Attachment-focussed interventions focussed on re-training the limbic brain also need to be consistent, predictable, frequent and sustained. Change takes persistence and time.

9. Parenting, schooling and therapy needs to be offered bottom up - teaching the brainstem first, then the limbic brain and finally the cortical brain. Different treatments and approaches are suitable for the different areas of brain repair. Knowing what which part of the brain you are trying to re-train and repair means you can focus your support accurately.

10. Parenting, schooling and therapy need to be emotionally and socially matched, not age matched. Children do not of course move between their brain's developmental stages in a neat sequence, in fact they move back and forth between the brain areas as they mature. A traumatised child who is able to think and reflect for most of the time can however be triggered into his or her brain-stem survival mode very easily. The key is to respond the child's developmental age in that moment.

11. Each child is unique and so is their brain. Any therapeutic plan should be generated once it is clear which part of the brain the child is mainly operating from. There is no 'one size fits all'. A trauma-informed psychological assessment can identify what the child's support needs are and is essential to map the territory of treatment.

12. Early intervention is crucial. The brain is developed 90% by the age of 4, so early help is essential for repair. When considering a Child Looked After, intervention using this approach should be used as soon as a child has been removed from their birth parents. By waiting for a crisis we will significantly prolong and worsen the effects of trauma on the brain. Life story work when the child is still learning to tame their brainstem or develop attachment will be at best unsuccessful, and at worst harmful.

13. The child - like an adult - is a complex being made of many different parts and therefore the assessment and interventions offered need to touch every part of the child's life. Home, school, therapy and the child's support network MUST work together for an effective treatment for the child's trauma; to enable the child to meet their developmental milestones. A multi-disciplinary approach is a must.

14. Each person working with the child needs to have a safe, regular, consistent and healthy relationship. Humans are designed to exist in close relationships and tight communities!

At Beacon House Therapeutic Services and Trauma Team (www.beaconhouse.org.uk) we base our assessments and intervention plans on the neuro-sequential model of therapeutics. We see therapy for traumatised children as a long-term, holistic, phased approach. An example of how we apply the model to our treatment planning for each area of brain development is as follows:

The profound impact for all children if we used this model in all landscapes could be life-changing. Download this information sheet to share with others connected to a vulnerable child, and ask the question: what can you do differently based on this scientific approach that could start to make a real difference?
All the diagrams and the article itself can be individually downloaded here and used as training resources. Please credit 'Dr Shoshanah Lyons, Beacon House Therapeutic Services and Trauma Team' when using these as training materials WATCH THE ANIMATION VERSION OF THIS ARTICLE HERE. Dr Shoshanah Lyons is a Clinical Psychologist and Clinical Director of Beacon House Therapeutic Services and Trauma Team, West Sussex. Email Dr Lyons at: s.lyons@beaconhouse.org.uk With thanks and credit to: Bruce Perry, Bessel Van der Kolk and Patricia Crittenden for their original work on Developmental Trauma, Attachment and the Neuro Sequential Model of Therapeutics. Helen Townsend (www.innerworldwork.com) for her illustrations and collaboration.

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The Repair of Early Trauma: A "Bottom Up" Approach

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Written by Dr Shoshanah Lyons, Clinical Psychologist and Clinical Director of Beacon House, a specialist mental health and trauma team based in Sussex. Summary Did you know that when we say a child has an attachment disorder, it is often not the whole picture?

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An expriment emphasising the need for relationships and belonging

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A collection of resources about teaching those affected by trauma

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This post is intended to be a jumping-off point for those seeking to become more trauma-informed in their education practice. It is not meant to be an exhaustive list of resources, but rather a collection of accessible places to start to get familiar with concepts and strategies.

I would love to add onto this list, especially in some areas of intersection: trauma informed and... (specific populations, identities, and settings). Please be in touch or comment below if you have resources to share!

Start Here

The 12 Core Concepts (National Child Traumatic Stress Network) - this is a fantastic resource to give you the foundations of knowledge you need for working with students who have experienced trauma. This is also a great resource to share with coworkers, parents and other caregivers to start developing some common language and understanding of these concepts.

The Basics: Understandings and Strategies

8 Ways to Support Students Who Experience Trauma (by me) - initial strategies for the classroom

Helping Students Who Have Experienced Trauma (also by me) - more strategies and some bigger-picture concepts

20 Tips to Help De-escalate Interactions with Anxious or Defiant Students (by Katrina Shwartz on Mindshift) - anxiety/defiance are fairly common presentations for students with a trauma history. Some nice preventative and responsive strategies here.

10 Thing s About Childhood Trauma Every Teac her Needs To Know(WeAreTeachers) - good overview of some important points about trauma

Child Trauma Toolkit for Educators(from the National Child Traumatic Stress Network) - more comprehensive (while still being succinct and clear) guide around understanding and supporting students who have experienced trauma.

Bigger Picture Approaches and Frames

Lives in the Balance/Ross Greene: essential resource working with behaviorally challenging kids (and many kids who experience trauma exhibit behavior challenges at some point). Check out his book Lost at School as well.

Restorative Practices (International Institute for Restorative Practices) - when thinking about trauma-informed practice, "discipline" must be reimagined, and restorative practices is a great path forward.

Teacher Self-Care and Wellness

When Students Are Traumatized, Teachers Are Too (Edutopia) - information on vicarious trauma and teacher strategies for addressing it.

Wellness: A Guide for Teachers (on this site) - a breakdown of the different aspects of wellness and suggestions for incorporating each

Background Information/Learn More

ACE (Adverse Childhood Experiences) Study (CDC) - foundational research on the impact of experiences which may be traumatic. You can also watch this 5-minute explainer video about the ACE study

Addressing Race and Trauma in the Classroom (NCTSN) - a guide to the intersection of race and trauma with practical tips for educators

Toxic Stress (Harvard Center on the Developing Child) - simple explainer (with video and visuals) on the concept of toxic stress. For more on the impact of racism as it relates to chronic/toxic stress, see this article in The Atlantic by Melinda D. Anderson

Oakland Elementary School Uses Tupac's Poetry to Help Children Deal with PTSD (Jamilah King on Mic) - this looks at a specific school's approach but also gives a great summary of the impact of exposure to violence for youth.

The Paradox of Trauma-Informed Care (Vicky Kelly) - TEDx talk on the basics of developmental/childhood trauma and its impacts on the brain and decision-making

Helping Students with Trauma, Tragedy and Grief (Edutopia) - collection of Edutopia resources on a variety of topics related to trauma.

Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom (Kristin Souers and Pete Hall, ASCD) - excellent and easy-to-read book covering the fundamental elements of a trauma-informed classroom.

Image credit: Steve Snodgrass, flickr Creative Commons

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Getting started with trauma-informed teaching

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This post is intended to be a jumping-off point for those seeking to become more trauma-informed in their education practice. It is not meant to be an exhaustive list of resources, but rather a collection of accessible places to start to get familiar with concepts and strategies.

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A short article with some great strategies

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How do we really feel about our most challenging students? Most of us will say "frustrated" as a first reaction. But after we dig a little bit under the layer of frustration, what's the next emotion, the truer emotion? I asked a room of educators this question at the Educon conference earlier this year. I heard: Worried. Hopeless. Lost. Powerless. Stuck. Many of us feel a deep sense of responsibility and care for "our kids." When we see a student struggling and believe that we can't help, the powerlessness can feel overwhelming. If we don't do the work to transform that emotion in a healthy way, it can instead become frustration and irritation, and begin to chip away at our empathy.

This frustration infuses all our interactions with and about that student, which in turn communicates a lack of care to the student and family, heightening what may have already felt like an insurmountable wall. We say we believe in every child, care for every child, support every child -- but when we let our challenging emotions fester, we struggle to communicate that to others -- or even believe it ourselves.

I've gotten stuck in this trap more than once. It was my student who jolted me out of this cycle when she said, "You don't really care about kids, you're just here for the money." My instinct was to laugh, but I quickly realized that what my student was trying to tell me was that she didn't feel like I cared about her. I was able to use that moment to let her know that I did indeed care, and we were able to have a great conversation about how teachers can feel frustrated sometimes and how we're all human. That conversation ended up strengthening our relationship and my work with her.

My most challenging student is not inherently challenging as a human being -- but I need to own that it's challenging for me to work with them. Once I take responsibility for my own emotions, I am now in a position to transform them.
WHAT CAN I DO TO CHANGE THIS?
It's not about not feeling hopeless, defeated and powerless in the face of challenging student behaviors. These are normal responses we can expect to have as humans in relationship with other humans who are struggling. Instead, we need to own the emotions and work to make meaning of them. This means taking the time to dig into questions like:

Why am I feeling this way?

Could this feeling give me insight into how my student is feeling?

What does it mean about me that I feel so frustrated, lost or hopeless? Does it change my conception of myself as a teacher, as a person?

What do my students' challenges bring up for me? How does my own history influence my responses?

What is the venue for these questions? In an ideal world, teachers would make space for grappling with these questions as part of their scheduled job responsibilities. At my school, we take time formally and informally to delve into our own emotional response to the work, to gain perspective, to check our assumptions and stay grounded.

Informally, this looks like maintaining a school culture where the students' strengths are at the center. We have an informal "no venting" policy, preferring instead to problem-solve. It's common to find teachers in each other's classrooms at the end of the day comparing notes and talking through a challenging situation: "Hey, was he upset in your class today, too? What did you do about it? Do you have any sense of what's going on for him?" We encourage this peer consultation and make time for it.

Formally, we have several mandatory and optional group opportunities for staff to focus on wellness and making meaning of the work. Once a month we have wellness groups where staff choose a personal wellness goal for the year and use the group to stay on track and get ideas. We also do periodic case conferences, focusing on one particular student, where we walk through what behaviors are coming up, what we understand to be at the root of those behaviors, how we're feeling working with that student, and what we should do going forward. We make the choice to invest our time as a school doing this rather than focusing staff meetings on other topics, and we see the benefit for students when teachers are on the same page about supporting them.
WHAT'S NEXT?
We will never lose the need for meaning-making, because working with humans will always be inherently complex and bring up emotions. However, there are some proactive things we can do to smooth the path for ourselves.

Proactively plan for being a person with emotions. Expect that the work will be challenging and that sometimes you will feel awful, and accept that this is a normal part of a human-centered job. What are some ways you do this?

Build in support systems. Find the people, groups or strategies that will proactively support you and will respond to you with kindness and understanding when the going gets rough. This might be nurturing your personal friendships or relationships, strengthening connections with co-workers, my supervisor or other folks at work, or going to my own counselor or therapist. If I'm worried about respecting my students' confidentiality, I remind myself to turn my focus back to my own emotions: I don't need to share my students' names or stories in order to talk about how frustrated or hopeless I'm feeling, and work through those emotions.

Develop understanding. We can better make meaning when we better understand the underlying issues at stake. Seek out information about trauma, chronic stress, the impacts of racism and discrimination, and other systems at play with your particular population. I incorporate these topics into my school's ongoing professional development (which staff design and facilitate), and also use my own personal learning community online to find these resources.

Forgive yourself: Above all, we need to be gentle with ourselves. This self-forgiveness serves to remind us that we also must be gentle with our students, offering a fresh start each day and providing opportunities to repair and rebuild our relationships after conflict

When I feel like I just don't have time to slow down and do this emotional work, I remind myself that an investment in this work pays off tenfold in my ability to stay grounded, not to get so stressed out, and most importantly, to be a better help to my students who need it most.

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A Mindset Shift to Continue Supporting the Most Frustrating Kids | KQED

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How do we really feel about our most challenging students? Most of us will say "frustrated" as a first reaction. But after we dig a little bit under the layer of frustration, what's the next emotion, the truer emotion? I asked a room of educators this question at the Educon conference earlier this year.