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1. What is one change you can make in your classroom to engage some of these ideas immediately?
2. Do you think some of these ideas and points come naturally to some learning communities?
3. Do you buy into these theories?

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After discussing these points with peers and those friends who teach in K-12, there was confusion. There are a lot of buzzwords and professional development opportunities surrounding these ideas but there doesn't appear to be a lot of follow up from those who brought the information to the table. Many folks I spoke to said they would like to figure out how it applies to their students and focus on pieces at a time. They tend to come up more engaging ideas when they communicate and problem solve as a staff after the trainings and meetings.

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Dr. Robert F. Anda was a pivotal researcher in the original CDC study that tied together stressors, early death, and adverse childhood experiences (ACES). From 1995-1997 survey data on 17, 337 adults was collected. The Adverse Childhood Experiences Study (ACEs Study) may turn out to be the most important scientific finding of the late 20th century, opening up windows of opportunity that could vastly improve mental health care, physical health care, and virtually all of our current major social problems. The ACEs study, along with other major epidemiological studies, show that we have a Major Public Health Epidemic that is actually getting relatively little attention in public discourse and has yet to seriously impact policy.

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Small Steps you can each day in your classrooms...

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Small Steps you can each day in your classrooms...

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*Establish clear expectations
*Open various channels of communication
*Offer resources
*repeat calendars and assignments to establish trust
*Give fair warning about triggering materials
*Find your resources
*Institute self care

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When we think of students impacted by trauma, we often think of younger students first. But trauma and its effects can impact students of all ages. That's why it's just as important to integrate trauma-informed practices in higher education as it is in the K-12 setting. As a licensed counselor specializing in trauma and grief, and as an educator working toward my EdD in Professional Leadership, Inquiry, and Transformation, I'm passionate about expanding awareness in this area.

Trauma-informed openness and growth benefit our effectiveness as faculty, adjunct instructors, and student service professionals. And, it can improve our students' outcomes.

Trauma demystified

The most common issues in college and university counseling clinics are anxiety, depression, relationship issues, and substance abuse. In my twenty years of experience as a therapist, some form of recent or unresolved trauma is at the root of many of those presenting problems. A trauma is an actual or perceived experience that harms or threatens to harm us or our loved ones. Trauma is something that we as humans all experience, ranging in levels of intensity and effect.

Understanding the window of tolerance

Each of us has a Window of Tolerance (a concept coined and expanded upon by trauma experts Dan Siegel and Pat Ogden). It represents our optimum zone of balance and effectiveness. When we are outside of our Window of Tolerance, we feel disconnected, anxious, and/or depressed. Self-efficacy is disrupted and growth and learning are restricted. So if students are outside of their Window of Tolerance, it can be hard for them to engage, learn, and process information. When students are within their window, they feel a range of emotions and can mindfully navigate life's many challenges through their relationships, healthy coping mechanisms, and self-care.

8 helpful trauma-informed strategies for higher education settings

Here are eight beneficial practices that can be implemented to support you and your students.

1. Establish and maintain clear expectations, demonstrating dependability, and giving students advance notice for changes. This helps students maintain their Window of Tolerance and aids in regulating emotions that arise when their equilibrium is thrown off.

2. Open up various channels of communication (office hours, frequent emailing, anonymous question/suggestion box) for students and members of the learning community to ask for what they need.

3. Acknowledge that people have varied experiences and that unforeseen events can happen. At the beginning of each term or class, I pass out a slip of paper asking, "Is there something you'd like me to know or understand about you? Is there something you'd like me to cover in this class?" Each time, I receive valuable information that helps me better understand these individuals.

4. Update syllabi and student communication platforms to reflect information, standards, resources, emotional and behavioral decision-making options, and coping tips.

5. Take time to discuss these sections at the beginning of each term. Though it can feel repetitive, it is part of building trust. There may be students who need and will benefit from having these messages reinforced.

6. Give students fair warning around emotionally charged or triggering material and allow students to "pass" if overwhelmed during self-disclosure exercises and encourage students to edit or adapt as needed. Plan alternate ways for students to receive credit and benefit from the lesson if they choose to opt out of an activity.

7. Consult with trusted colleagues as needed and become familiar with the office of the Dean of Students, student welfare support programs, and reporting procedures. Many higher education institutions have Behavioral Intervention Teams that can assist with student crises and high-risk situations.

8. Make time to care for yourself and reflect on your own limits and history. Traumatic memories from the past can resurface and natural emotions do emerge in the midst of teaching and caring for others. This is part of the developmental healing process. Seek support if you need it through your school or a local counseling center.

These strategies, in concert with clear boundaries and balanced approaches, serve as ways we, as adults and post-secondary educators and professionals, can enhance growth and academic success in our learning communities.

For more information on trauma-informed practices and initiatives in higher education, check out Education Northwest's helpful guidebook.
Angela Lehr is a Licensed Clinical Professional Counselor in Montana and Oregon and has worked with survivors of trauma, grief, and other challenging life events for the past 20 years. She is also an educator in adult and higher education and is a consultant specializing in trauma-informed, mental-health conscious, humanistic supervision and leadership practices. Angela recently relocated from Portland, OR to a small town in Montana and is currently pursuing her EdD in Professional Leadership, Inquiry, and Transformation from Concordia University-Portland.
Tags: Adult Learners, Postsecondary (Advanced Education), Trauma and Resilience

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Trauma-Informed Approach for Higher Education Settings

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When we think of students impacted by trauma, we often think of younger students first. But trauma and its effects can impact students of all ages. That's why it's just as important to integrate trauma-informed practices in higher education as it is in the K-12 setting.

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Realizes - widespread impact of trauma
Recognizes - signs and symptoms of trauma
Responds - integrates trauma knowledge into policies, procedures, and practices
AND Seeks to resist re-traumatization
Basic principles include:
Safety
Trustworthiness
Choice
Collaboration
Empowerment

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Trauma Informed Oregon is a statewide collaborative aimed at preventing and ameliorating the impact of adverse experiences on children, adults and families. Learn more about trauma informed care and how to implement it in Oregon.

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Who has it?
We all carry trauma, it just displays itself in different ways as to the types and exposure. Now how do we become resilient and cope with it?
How can your institution of higher education make a place where trauma is acknowledged and addressed to create a safe space for all learners?
What is institutional trauma?
The term evolved from the theory of institutional betrayal: When a learning or medical institution made in error in response to a serious mistake and either blamed the victims or just ignored it. Examples of this are sexual assault or violence against marginalized minorities.
When accountability or transparency did not occur in response to victimization.

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Dr. Sandra Bloom is a leading researcher in trauma informed care, ACES, and the sanctuary model. She began building her theories and research in the early 80's when she was working in the field of mental health.
The following link leads to her professional website that includes a multitude of research and articles about the growth of these ideas and practices.

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Stay informed to recent news and events regarding SanctuaryWeb.com and Dr. Sandra L. Bloom.

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This is trailer for the documentary film Paper Tigers about a high school in Walla Walla that integrated trauma informed care and the results. The film crew followed six at-risk students over their senior year and the effects the new policies had on them.
The points that really stood out to me include that everyone deserves to have someone love you unconditionally, someone has to be that person.
The behavior isn't about the kid, it's not even about us, it's a symptom.
Be supportive, nonjudgemental and unconditional in a non-punitive way.

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What is trauma?