Presented by: Marisa Biolo, MSW, LICSW Carrie Johnson, MSW, LICSW. Michael D. Carlson, MSW, LICSW St. Paul Public Schools

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1 Marisa Biolo, MSW, LICSW Carrie Johnson, MSW, LICSW Presented by: Michael D. Carlson, MSW, LICSW St. Paul Public Schools MACMH Conference Duluth, MN April 25 th, 2016 Kiley Krocak, MSW, LICSW Family Innovations, Inc.

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3 Today you will learn: The definition of trauma, what ACES are, and some of the neuroscience behind it all The journey of Bruce Vento Elementary School and the collaboration with Family Innovations to create a trauma sensitive community Tools and strategies to begin addressing trauma in your school or organization

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5 Demographics: St. Paul, Minnesota 575 students, Pre-K 5th 97% Free and Reduced Lunch Diverse student body 64% ELL Many immigrant families Large variety of racial/ ethnic backgrounds

6 Demographics: American Indian 1% Asian 53% Hispanic 8% African American 35% White 3%

7 Demographics we don t have: % who have (or their parent has) a mental health diagnosis % who don t have adult supervision at night % who live with someone who struggles with addiction % who don t have any food at home % who have been or currently are homeless % who have experienced some form of trauma

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9 Trauma is an emotional response to a terrible event like an accident, rape or natural disaster. Immediately after the event, shock and denial are typical. Longer term reactions include unpredictable emotions, flashbacks, strained relationships and even physical symptoms like headaches or nausea. While these feelings are normal, some people have difficulty moving on with their lives. Psychologists can help these individuals find constructive ways of managing their emotions. Adapted from the APA Help Center article, "Recovering emotionally from disaster."

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12 The ACE study is one of the largest studies ever conducted connecting early adverse experiences and later difficulty in health and well being. This is a study conducted by the Centers for Disease Control and Prevention (CDC) in 1997 that examines the health and social effects of Adverse Childhood Experiences (ACE) throughout the lifespan among 17,421 members of the Kaiser Health Plan in San Diego County.

13 Prior to your 18th birthday: 1. Did a parent or other adult in the household often or very often Swear at you, insult you, put you down, or humiliate you? or Act in a way that made you afraid that you might be physically hurt? 2. Did a parent or other adult in the household often or very often Push, grab, slap, or throw something at you? or Ever hit you so hard that you had marks or were injured? 3. Did an adult or person at least 5 years older than you ever Touch or fondle you or have you touch their body in a sexual way? or Attempt or actually have oral, anal, or vaginal intercourse with you? 4. Did you often or very often feel that No one in your family loved you or thought you were important or special? or Your family didn t look out for each other, feel close to each other, or support each other?

14 5. Did you often or very often feel that You didn t have enough to eat, had to wear dirty clothes, and had no one to protect you? or Your parents were too drunk or high to take care of you or take you to the doctor if you needed it? 6. Was a biological parent ever lost to you through divorce, abandonment, or other reason? 7. Was your mother or stepmother: Often or very often pushed, grabbed, slapped, or had something thrown at her? or Sometimes, often, or very often kicked, bitten, hit with a fist, or hit with something hard? or Ever repeatedly hit over at least a few minutes or threatened with a gun or knife? 8. Did you live with anyone who was a problem drinker or alcoholic or who used street drugs? 9. Was a household member depressed or mentally ill or did a household member attempt suicide? 10. Did a household member go to prison?

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18 Precocious Sexuality Delinquency Increased aggression High activity No food Incarceration of Caregiver Sleeplessness Low frustration tolerance ADHD Difficulty Concentrating Neglect Mental illness in the home Substance abuse Abuse Homelessness Immigration related trauma Crime Domestic Violence

19 1. Always empower, never disempower 1. Empower: to give ability to; enable or permit 2. Provide unconditional positive regard 1. Treat students with simple sustained kindness 3. Maintain high expectations 1. Consistent expectations, limits, and routines send the message that the student is valuable 4. Check assumptions, observe, and question 1. Take the time to put yourself in the student s shoes 5. Be a relationship coach 1. Maintaining the relationship is the antidote to feeling worthless 6. Provide guided opportunities for helpful participation 1. Helping others strengthens resiliency

20 Trauma Therapy vs. Trauma-informed Schools Trauma Therapy Licensed clinical mental health professionals or practitioner Intervention occurs in therapist s office in 1:1 or group sessions and a DSM 5 diagnosis Focus is on addressing trauma reactions & reducing symptoms Trauma-Informed Schools Licensed educators & student services professionals with varied mental health training Sensitivity & accommodations occur throughout the school Focus is on students educational success through emotional & physical safety, empowerment, trust, choice, & collaboration

21 Designed by Lesley University and the Massachusetts Advocates for Children in 2012 Asks staff to rate 26 elements in 5 different component areas that are involved in creating a trauma-sensitive school 1 4 rating scale: Not at all in place; Partially in place, Mostly in place, or Fully in place Used for baseline in September 2014 and for post-data in May 2015

22 September 2014 Data Component School-Wide Policies and Practices (8 Question) Classroom Strategies and Techniques (8 Questions) Collaborations and Linkages with Mental Health (5 Questions) September 2014 Average Family Partnerships (3 Questions) 3.23 Community Linkages (2 Questions) 2.94

23 Monthly PLC s with grade level teachers Modeling for and collaborating with teachers in classrooms Monthly 30 minute trainings with paraprofessionals Monthly Newsletter to all staff, custodial and dining hall included Bulletin Board in office near staff mailboxes Monthly cohort for social workers, Trauma-focused Cognitive Behavioral Therapy Strategic Collaboration with Community (Family Innovations and the University of Minnesota) Staff Kudos for those who demonstrate trauma informed practices.

24 What is Trauma? Trauma and the Brain Creating Safety Secondary Trauma and Self Care Attachment and Attunement Relationships Collaborative Problem Solving Co-Regulation Impact of Trauma on School Classroom Interventions

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27 Family Innovations Description of agency, team, and services Adaptation of delivery of mental health services Team created to work directly with Vento Elementary Results and data Client progress Student story

28 May 2015 we re-visited the checklist after our intense work with staff in the building and our collaboration with Family Innovations and the U of M Data from May 2015 Quantitative - Checklist Qualitative Questionnaire

29 Component School-Wide Policies and Practices (8 Question) Classroom Strategies and Techniques (8 Questions) Collaboration s and Linkages with Mental Health (5 Questions) Family Partnerships (3 Questions) Community Linkages (2 Questions) September 2014 Average May 2015 Average Score Difference Percent Change % Increase % Increase % Increase % Decrease % Increase

30 Questionnaire included 3 questions: What did you like about the Trauma Informed PLC s? What didn t you like about the Trauma Informed PLC s? What would you change? Other comments or questions?

31 Highlights included: Learning about trauma: brain development, terminology to use, ways to calm students Connecting info to individual students past and present It makes sense! Small doses of information with strategies that could be applied immediately Provided strategies to help students, provided more information to have a deeper definition and understanding of what it means to have trauma It made me realize how clueless I was in the past because this is nothing new. It s so sad that we don t know what they and their families are going through.

32 Provide a safe, predictable classroom Routine Structure Explicit Rules/ Expectations Provide a safe, understanding adult relationship (Trust) Empathy Listening Reliability Calm presence Self Awareness

33 Create a caring community in your classroom Community Circles Morning Meetings Inclusiveness Respect for all Appreciation of Differences Creating a supportive environment for staff Kudos Encouraging Self Care Train staff on the impact of secondary trauma Safe spaces for staff to be open/seek consultation

34 Zones of Regulation Movement Breaks Fitness Trail (GET LINK) Go Noodle Safe Spaces in Rooms Fidgets Calm Down Kits Wiki Stix Fidgets Visuals (Board Maker)

35 Cares Buddies ipad Apps See handout Environmental Accommodations Sensory and Calming Rooms Dim Lighting in Classrooms Academic Differentiation Social Thinking Curriculum Therapy Dog

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38 The principal of Lincoln High School in Washington, shares his personal experience applying traumasensitive practices, specifically in the role of discipline. (see handout)

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40 Nadine Burke-Harris TED Talk ACE websites (ACEStooHigh.com, ACEstudy.org) NCTSN National Child Traumatic Stress Network Lost at School Ross Greene Collaborative Problem Solving Paper Tigers Host a showing Resilience

41 Note to Educators: Hope Required when Growing Roses from Concrete, Jeff Duncan Andrade, Harvard Review %20to%20Educators_%20Hope%20Required%20When %20Growing%20Roses%20in%20Concrete.pdf Alive: Creating Trauma Informed Schools

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43 Michael Carlson: Carrie Johnson: Marisa Biolo: Kiley Krocak: