LEARNING OUTCOMES
- Distinguish between the concepts of stress and trauma.
- Describe the physical, cognitive, psychological, and behavioural effects of stress and trauma.
- Discuss the role of the environment in bringing about healing and recovery from trauma in the classroom.
Module introductiON
Taking a strengths-based approach when working with children who have had adverse childhood experiences, such as trauma, is essential. Strengths-based approaches allow practitioners to focus on the individual strengths and abilities of the child, rather than only focusing on their challenges and shortcomings. By taking this approach, practitioners can help build self-esteem, confidence, and resilience, which are important factors in the healing proces [1, 2].
This approach also enables a collaborative and empowering relationship between the practitioner and the child, allowing the child to take an active role in their own healing process. Additionally, it recognises the importance of cultural and social contexts in shaping the experiences of the child, allowing practitioners to work collaboratively with the child and their family to utilize strengths and assets specific to their culture and context [3, 4].
These strengths-based approaches to trauma are what implementing a trauma-informed approach to Social-Emotional Learning (SEL) aims to achieve. By building skills related to emotional regulation, self-awareness, social skills, and responsible decision-making, SEL equips children with the tools they need to grow beyond adverse childhood experiences, rather than being defined by them. A trauma-informed SEL program also creates a safe, supportive, and inclusive learning environment that nurtures the whole child [5, 6].
By taking a strengths-based approach with SEL, educators can help children overcome the negative effects of trauma, develop resilience, and achieve success both academically and personally. It is important to shift the narrative away from the label of “traumatised” or “broken” to one that recognizes the individual strengths and abilities that the child possesses. This approach promotes a sense of ownership, autonomy, and agency, which can lead to better outcomes in the long run [7].
References
1. Lamphere B. Challenging Deficit Discourses: Human Services and Trauma-Informed Practice. WWU Honors College Senior Projects. 2021;475. Available from:
https://cedar.wwu.edu/wwu_honors/475
2. Khasnabis D, Goldin S. Don’t be fooled, trauma is a systemic problem: trauma as a case of weaponized educational innovation. Occasional Paper Series. 2020;(43).
3. Ungar, M. The social ecology of resilience: Addressing contextual and cultural ambiguity of a nascent construct. Am J Orthopsychiatry. 2011;81(1):1-17.
4. Dray J, Bowman J, Wolfenden L, Campbell E, Freund M, Hodder RK, et al. Systematic review of universal resilience-focused interventions targeting child and adolescent mental health in the school setting. Journal of the American Academy of Child & Adolescent Psychiatry. 2015 Oct 1;54(10):833-41.
5. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child development, 82(1), 405-432.
6. Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American psychologist, 58(6-7), 466-474.
7. Oliver C, Charles G. Which strengths-based practice? Reconciling strengths-based practice and mandated authority in child protection work. Soc Work. 2015 Apr;60(2):135-43. doi: 10.1093/sw/swu058.
KEY CONCEPTs
11.1 Understanding Stress and Trauma
In our Trauma and Recovery module, we will first explore the concepts of stress and trauma, their impacts on individuals, and how both concepts are distinct from one another. By the end of this video, we hope that you will have a better understanding of both concepts and their potential effects on people.
After learning about the concepts of stress and trauma in the previous video, are you now able to identify and explain the key differences between stress and trauma? In the following multiple-choice quiz, select the answers that reflect true statements related to the distinction between stress and trauma. There is more than one correct answer. We encourage you to then reflect on why each option is either accurate or inaccurate. Good luck!
Were you able to identify the accurate statements related to the distinction between stress and trauma? Stress and trauma can sometimes be confused with one another but remember, stress and trauma are two distinct concepts with different causes and effects, and understanding these differences is essential for connecting people with the appropriate support and resources.
11.2 Trauma In Relation to Children
In this next video, we will be exploring the topic of trauma in relation to children. We will learn about how trauma can impact children's brains, behavior, emotions, and overall development. Additionally, we will discuss the significance of trauma-informed SEL practices in supporting children who have experienced trauma. By understanding the effects of trauma on children and implementing appropriate SEL practices that are considerate of their needs, educators can better support their mental health and healing.
Trauma-informed SEL - What do you think?
What do you think about trauma-informed SEL? In this ‘guess the answer’ activity, you are challenged to guess how a trauma-informed approach to SEL differs from a more general approach before you reveal the solution. Do you think you can do it?
11.3 Self-Care for Educators Competence in the Classroom
After learning about trauma, how trauma can affect children, and the significance of a truama-informed approach to SEL, we will now explore how educators can look after their own mental health while working with children who have experienced trauma. We acknowledge that working with children who have experienced trauma is a difficult job, and we hope that this can inspire you discover ways of engaging in self-care.
11.4 Learning Together: Tea Meeting
As we conclude this module, participants will have the opportuinty to engage in a collaborative and guided group discussion. The focus of this discussion will be on exploring the role of the school environment in helping children heal from traumatic experiences. As a facilitator, your role is to guide your participants to discuss, from the perspectives of educators and school administrators, on what strategies and approaches can be adopted to support children through a trauma-informed approach of SEL.
Group Discussion: Exploring SEL In Our School
Ensure that your participants are seated comfortably as a group, and it is time to begin facilitating the group discussion based on the following questions. Remember, the aim of this discussion is to reflect on the role of the school environment in supporting children who have experienced trauma and to brainstorm strategies that teachers and school administrators can implement to create a trauma-informed approach to SEL.
1. What environment should we have in the school?
2. What impact are we trying to target?
3. To achieve that, who should we approach?
4. What should we do in our strategy?
5. Who is involved in this strategy?
6. How to execute the strategy?
7. Is this realistic and doable in the next 12 months?
Group debrief
Debriefing your participants will allow them to share their insights and learnings from the discussion with others. The debrief also provides an opportunity for you as the facilitator to clarify any misconceptions, address common themes or challenges, and reinforce key takeaways from the activity. After the discussion ends, explain that you will be facilitating a short debrief session. Encourage participants to share their thoughts, ideas, and reflections with you. You can use the following prompt questions to facilitate this debrief:
1. What was one key takeaway from the discussion that you found particularly useful?
2. What obstacles do you foresee in implementing a trauma-informed approach to SEL in your educational environment?
3. What resources or training do you think would be necessary to successfully implement a comprehensive SEL program in your school?
At the end of the training session...
Demonstrate care for your participants’ views
Your participants’ views about the topic and training are valuable and can inform how future training modules are delivered. Conclude the training session by gathering verbal feedback – don’t forget to record these in writing!
● What new information did they learn during the training that they did not know before?
● In what ways do they think this topic will be useful for them in their work with students?
● What is their most valuable takeaway from the training?
Be sure to also collect your participants’ responses to the post-test and training evaluation form for more structured monitoring and evaluation!