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- 39 participants. Is that right in?

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Yep. So we're gonna get started.

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For those of you who were
able to get here on time.

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And I know for all of you being in school,

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sometimes it's hard to break
away to get here right at nine.

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So hopefully people will hop on very soon.

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I'm Kym Asam, I'm gonna
be presenting today.

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I'm the Regional Director of Schools

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and Clinical Programming for NFI Vermont.

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I also work for the Vermont BEST Project

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as a coach and trainer, and
I'm excited to be here today.

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Understanding developmental
trauma is a passion of mine.

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It's been the primary focus
of my professional development

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for a long time now.

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So I'm always happy to share information

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and hopefully information that's useful

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and relevant to all of
the work that you do.

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So we are scheduled to go from nine to 11.

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Amy Wheeler-Sutton is here to help.

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She's got the materials in
the chat box via a link.

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And I'm sure she'll, whenever I,

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usually, whenever I reference something,

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she'll have it in the chat box

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before I'm done talking about it.

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So if I reference a book or something,

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she often gets that in there.

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The link has been put back
in the chat box again.

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And I think with that said,

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I'll share my screen
and we will get started.

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And Amy, can you just confirm
that you can see my screen?

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- Yep. Looks great.

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- Excellent news. Okay.

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So developmental trauma, really,

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looking at some of the core elements

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of developmental trauma,
the domains of impairment,

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and also constantly integrating

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throughout our time together
today elements of MTSS.

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So how do we use a
tiered system of support

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to implement intervention strategies,

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modalities, et cetera?

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And as far as the format for today goes,

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I will have a short break

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about halfway through the presentation

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so we can move away from our screens

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and maybe get up and move and
walk in a circle or something.

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And periodically I'll
bring you all back on

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so we can take a look at each other

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if I have questions that
I'd like people to answer

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or just talk about.

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- And Kym, we actually don't
see your video right now.

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I think you can share it.
- [Kym] Yeah.

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- [Kym] Do you want my video on?

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- Yeah.

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- Oh.

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Okay. How's that?

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- [Amy] Looks great.
- Good.

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So, what are we gonna do today?

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We're gonna really focus on the importance

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of adult wellness and
workforce development.

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That is a universal intervention

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that can't be emphasized enough.

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We'll talk about the four premises

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of a trauma-responsive or informed school.

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Just a quick differentiation

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between post traumatic stress disorder

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and developmental trauma.

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We'll take a look at five
out of the seven domains

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of functioning or impairment

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that are the result of
developmental trauma

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and really what
interventions can we utilize

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to help kids who are struggling

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with those domains of
impairment slash functioning.

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And then just really increasing knowledge

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about the alignment between
trauma-informed schools

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and multi-tiered systems
of support and or PBIs.

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So it's really important to name that

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we often think about kids

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who've experienced developmental
trauma as of "them,"

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something that's happened
to someone over there.

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And when we think about kids that way,

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we further marginalize them as a group

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where something that's
happened to them that's unique,

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but when we join with their
experiences by understanding,

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we have all experienced stressful events.

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When you think about your intimate circle,

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likely, you know someone
who has been harmed,

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who's experienced interpersonal violence.

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So when we join with them about knowing,

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with our knowledge

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that everyone has had
a stressful experience,

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it increases our capacity to be empathic

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and strengthens our adult
assets to intervene.

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And so we really gonna
emphasize over and over again,

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we have to focus on our wellness,

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throughout the presentation.

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I also wanna say that some
of this content can be hard.

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And so notice that.

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Take a break if you need
to. Drink some water.

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Notice where it lands in your
body, pay attention to that,

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and do things that you need to do

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to feel regulated throughout this time.

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So this is the first
polling question, Amy.

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- Okay. And the participants
should be seeing it.

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- Great. Just to get a sense of

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people who have experienced training.

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So a lot of people have had a good deal.

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Some people have extensive training.

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- Okay. 100% of people have voted.

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- Excellent.

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So there's a few that
haven't had any training

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and a lot of you who have
had a good deal of training.

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So that's great.

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Some of this will be repeat for you.

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And so what we know

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about repetition plus
experience equals learning.

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It reinforces what we know.

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And hopefully there
will be some new angles

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and new ways to enhance your already,

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your current, excuse me, knowledge base

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on developmental trauma.

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And I can close the poll.

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Okay. I have that control.

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So...

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So the overarching principle

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regarding developmental
trauma is safety and security.

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In order for children to feel safe,

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adults need to feel safe.

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And our safety and security
is derived from our wellness.

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And I can't emphasize that enough.

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We'll talk a little later
about emotional contagion,

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but kids know when we're stressed.

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So we have to pay attention
and manage our stress

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and enlist the support of our colleagues

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and our administrators to
help us feel safe and secure.

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So I'd like you just to take a look,

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I'm gonna actually shrink this over here,

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at this progression.

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This is from the Trauma
Transformed Movement,

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not movement but, sorry.

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I'm having a hard time
with my words this morning.

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So the Trauma Transformed Program,

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that's out of California
Department of Health,

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and they talk about three different areas

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that you might land in.

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And there's trauma organized,

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which is when you're really
living in a sort of fragmented,

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us versus them reactive
response to stressors.

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There's trauma-informed,

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which is fully integrating
knowledge of trauma

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into policies, procedures, and practices.

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And then there's the healing organization.

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And that's when we're
really being reflective,

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when we're growth and
prevention-oriented or collaborative.

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And that we have relational
versus authoritarian leadership.

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So just take a moment to
maybe put in the chat,

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where do you think you
land in this continuum?

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And notice too, that this
continuum is not a checklist.

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It's not, okay, we were trauma-organized,

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now we're trauma-informed, now
we're healing organization.

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It's fluid.

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You can move back and forth
across this continuum,

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depending on the level of stress

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that you're personally experiencing,

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or the level of stress of your building

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or your larger SU or SD.

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So go ahead and put in the
chat kind of where you land.

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Let me take a look at the chat.

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- Is the question, "Where
does our organization land,

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"or where do we land personally?"

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- Yeah. Thanks for that clarification.

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Answer it in any way that
feels most relevant to you.

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Often I ask kind of where
do you think you live

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along this continuum,

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but if it feels more relevant

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to answer where you think
your organization is,

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that's fine too.

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Informed to healing.

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Wanting to move to growth and prevention.

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Depends on which staff.
That's always important.

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You have informed and healing.

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Trauma-informed on some
levels, more work to be done.

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Great. Trauma-informed.

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I would say we want to be trauma-informed

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and sometimes we are,

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but we often are still trauma-organized,

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especially in COVID.

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Oh my gosh. Absolutely. Great.

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Thank you so much for doing that.

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And I don't know who asked the question,

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but I also wanna be clear that
if you have any questions,

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please unmute yourself
and feel free to ask them

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if you need clarification

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or just you have a
question about the content.

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Okay.

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So when we think about where
we land in this continuum,

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and it can change based on
our threshold of tolerance,

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our own level of stress,

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or as I said, organization
level of stress.

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We have the responsibility
to address wellness,

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not only individually,
but organizationally.

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So a big piece, again, of being
trauma-informed is ensuring

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that you have systems in place
within your school community

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that allow you to engage
in wellness activities,

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whether it's short moments
throughout the day,

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or larger opportunities through
professional development,

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or bringing in some providers

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that can help with wellness activities.

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And when you think
about your wellness too,

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it's also important to consider

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who else needs to help
you with your wellness.

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So wellness is not an
individual responsibility.

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It could be a partner
or it could be a child,

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or it could be a good friend,

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or it could be in my
case, it's my partner,

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but it's also my pets.

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They help me a lot with wellness.

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So our wellness is essential

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and it's a universal precaution
that fosters resilience

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and protective factors in ourselves.

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And again, to that umbrella
of safety and security,

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as we're promoting that in ourselves,

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we then allow it to be promoted

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in the students that we support.

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So Nadine Burke Harris, who's the,

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she's a pediatrician and
the first Surgeon General

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for the state of California,

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wrote a book called "The Deepest Well."

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And she talks about

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how developmental trauma
is a public health crisis.

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And when we examine public
health crises and how we respond,

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we've often focused on the victims.

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And designed policies and
practices to aid in the recovery.

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The focus, however, has
rarely been on the provider.

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And while we have lots of
conversations about compassion,

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fatigue, empathic distress,
call it whatever you want,

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we still don't, from the view of,

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the trauma-informed view
and from the research,

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we don't spend enough time
focusing on the providers.

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In 2008 and 2009, there were
approximately 100 students

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that were served in day treatment schools.

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And I happened to oversee
four day treatment schools.

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So I'm a part of that research as well.

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In 2019, over 500 students were served.

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And you know in Vermont,

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our population hasn't increased that much.

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And the reason that we're
serving more and more students

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in day treatment schools

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is because the acuity of need
has increased significantly.

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It truly is a public health
crisis in the state of Vermont

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and in the nature.

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Our students have far more intensive needs

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than they've had in the past.

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And schools, public schools
are working really hard

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to build capacity to prevent
out of district placement,

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which means that all of you are working

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with students with more
and more intense needs.

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I'm gonna say it again.

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Our wellness, our workforce
development is critical

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to being able to have the
stamina and the tolerance

260
00:12:54,730 --> 00:12:58,620
and the ability to support
students with intensive needs

261
00:12:58,620 --> 00:13:00,523
as a result of developmental trauma.

262
00:13:01,820 --> 00:13:06,603
So I'm new to understanding
and talking about this.

263
00:13:08,180 --> 00:13:11,290
And it's a journey I'm
undertaking in my work with NFI

264
00:13:11,290 --> 00:13:14,100
and also with the BEST Project,

265
00:13:14,100 --> 00:13:16,560
related to equity and inclusion.

266
00:13:16,560 --> 00:13:19,340
And I know because I'm white
and because I'm middle class

267
00:13:19,340 --> 00:13:21,640
and I'm a middle-aged
woman, my white nice...

268
00:13:21,640 --> 00:13:22,540
White, excuse me, white,

269
00:13:22,540 --> 00:13:26,830
whiteness is inculcated
in my practice and being.

270
00:13:26,830 --> 00:13:28,560
And it's no doubt going to influence

271
00:13:28,560 --> 00:13:32,140
how I present information
regardless of the training topic,

272
00:13:32,140 --> 00:13:34,420
but in particular about trauma.

273
00:13:34,420 --> 00:13:37,000
It's important to keep that in
the forefront of my thinking.

274
00:13:37,000 --> 00:13:40,540
So I can heighten my
awareness about my biases,

275
00:13:40,540 --> 00:13:43,880
and understanding our
biases is a critical element

276
00:13:43,880 --> 00:13:45,370
for workforce development.

277
00:13:45,370 --> 00:13:46,530
It's about discovery.

278
00:13:46,530 --> 00:13:48,550
And our discovery can
only help us work better

279
00:13:48,550 --> 00:13:51,310
with kids who have experienced
developmental trauma.

280
00:13:51,310 --> 00:13:53,680
And while this isn't an
equity and inclusion training,

281
00:13:53,680 --> 00:13:54,513
I'd be remiss

282
00:13:54,513 --> 00:13:57,740
if I didn't have a little bit
of conversation about this.

283
00:13:57,740 --> 00:13:59,540
So we think about insidious trauma,

284
00:13:59,540 --> 00:14:02,750
it's this looming and
sometimes concrete threat

285
00:14:02,750 --> 00:14:04,670
that one person's safety

286
00:14:04,670 --> 00:14:07,430
is not as important as
another person's safety.

287
00:14:07,430 --> 00:14:12,430
Dr. Ken Hardy, who is an
international, well known speaker

288
00:14:12,610 --> 00:14:15,380
on equity and inclusion
on racial sensitivity,

289
00:14:15,380 --> 00:14:18,640
talks about, there's this
myth of sameness out there

290
00:14:18,640 --> 00:14:23,640
that somehow we all are
the same in many ways.

291
00:14:23,850 --> 00:14:25,493
And as he says, it is a myth.

292
00:14:26,500 --> 00:14:29,570
Insidious trauma is like
acid falling on a stone.

293
00:14:29,570 --> 00:14:30,800
It's microaggressions

294
00:14:30,800 --> 00:14:34,823
that sometimes we inadvertently commit,

295
00:14:36,010 --> 00:14:40,820
things like, I don't see color,

296
00:14:40,820 --> 00:14:43,110
or we're all a member of the human race,

297
00:14:43,110 --> 00:14:44,680
we're just one race,

298
00:14:44,680 --> 00:14:46,570
things like waiting for another elevator

299
00:14:46,570 --> 00:14:50,050
if we see a person of
color on the elevator.

300
00:14:50,050 --> 00:14:51,450
And microaggressions are like

301
00:14:51,450 --> 00:14:53,240
that acid falling on the stone.

302
00:14:53,240 --> 00:14:55,000
One drop, it's not enough to damage,

303
00:14:55,000 --> 00:14:56,993
but over time, a fissure forms.

304
00:14:57,970 --> 00:14:59,920
One more drop, one more microaggression

305
00:15:02,270 --> 00:15:05,570
can have a really big
reaction from people.

306
00:15:05,570 --> 00:15:07,900
Because perhaps for the umpteenth time,

307
00:15:07,900 --> 00:15:11,233
that person has felt that
they don't belong there.

308
00:15:12,350 --> 00:15:15,400
And they might have what's
a seemingly big reaction,

309
00:15:15,400 --> 00:15:18,500
but we don't know how much
damage and injury has been caused

310
00:15:18,500 --> 00:15:21,700
prior to something we
may have said or done.

311
00:15:21,700 --> 00:15:24,050
So our reframe here is just asking

312
00:15:24,050 --> 00:15:27,100
rather than "why'd you do
that, what's wrong with you,"

313
00:15:27,100 --> 00:15:28,880
we're asking "what's happened to you?"

314
00:15:28,880 --> 00:15:33,300
And being aware that we may
be inadvertently contributing

315
00:15:33,300 --> 00:15:36,380
to someone's incredible distress.

316
00:15:36,380 --> 00:15:38,200
It's also important that we include

317
00:15:39,120 --> 00:15:43,040
in our repertoire for
thinking, historical trauma.

318
00:15:43,040 --> 00:15:45,670
Trauma is rooted in oppression.

319
00:15:45,670 --> 00:15:47,930
Therefore, our wellness, being well,

320
00:15:47,930 --> 00:15:51,010
creating that safety and
security becomes a social justice

321
00:15:51,010 --> 00:15:53,780
and an equity issue.

322
00:15:53,780 --> 00:15:55,750
If we're going to uproot oppression,

323
00:15:55,750 --> 00:15:59,570
we have to be well enough
to examine our own biases.

324
00:15:59,570 --> 00:16:02,860
And our biases are elicited

325
00:16:02,860 --> 00:16:05,460
when our threshold of
tolerance is lowered,

326
00:16:05,460 --> 00:16:10,003
when our stress is lower, our
implicit bias can be raised.

327
00:16:10,870 --> 00:16:12,547
And again, to quote Dr. Hardy,

328
00:16:12,547 --> 00:16:13,477
"The person with the power

329
00:16:13,477 --> 00:16:16,170
"has the most responsibility
for the relationship."

330
00:16:16,170 --> 00:16:17,310
So whether we're in power

331
00:16:17,310 --> 00:16:21,170
because of differences in
our race and ethnicity,

332
00:16:21,170 --> 00:16:25,160
difference because we have,
we're an adult with a child,

333
00:16:25,160 --> 00:16:27,050
wherever our power differential exists,

334
00:16:27,050 --> 00:16:29,420
we have to be aware of that.

335
00:16:29,420 --> 00:16:32,800
Being responsible for the
relationship also means

336
00:16:32,800 --> 00:16:34,907
that we have to be
addressing our own needs

337
00:16:34,907 --> 00:16:36,213
and our own health.

338
00:16:37,270 --> 00:16:39,350
That's our obligation to our students.

339
00:16:39,350 --> 00:16:41,840
It's our obligation to our colleagues,

340
00:16:41,840 --> 00:16:44,313
and it is a universal intervention.

341
00:16:45,510 --> 00:16:48,163
And finally, the legacy
of trauma lives on.

342
00:16:49,750 --> 00:16:51,900
Like slavery and genocide.

343
00:16:51,900 --> 00:16:53,280
It lives on in the behaviors,

344
00:16:53,280 --> 00:16:55,700
interactions, and even our genes.

345
00:16:55,700 --> 00:16:59,290
So this awareness is critically important

346
00:16:59,290 --> 00:17:02,070
to understanding all types of trauma,

347
00:17:02,070 --> 00:17:04,943
historical, insidious,
and developmental trauma.

348
00:17:06,810 --> 00:17:09,630
So we know that trauma is,

349
00:17:09,630 --> 00:17:10,900
developmental trauma occurs

350
00:17:10,900 --> 00:17:13,780
within the social fabric
of children's lives,

351
00:17:13,780 --> 00:17:15,100
and it's a social injury.

352
00:17:15,100 --> 00:17:17,230
And so therefore it
requires social healing.

353
00:17:17,230 --> 00:17:18,520
And I wanna note that

354
00:17:20,100 --> 00:17:23,450
the person that coined that
phrase is Dr. Sandra Bloom.

355
00:17:23,450 --> 00:17:25,890
And she wrote an excellent article

356
00:17:25,890 --> 00:17:28,450
called "Creating Sanctuary in School."

357
00:17:28,450 --> 00:17:30,177
It was actually written in 1995.

358
00:17:30,177 --> 00:17:33,940
And it's still as relevant
today as it was back in 1995.

359
00:17:33,940 --> 00:17:36,360
So if you're interested in reading it,

360
00:17:36,360 --> 00:17:37,193
I would encourage you.

361
00:17:37,193 --> 00:17:39,810
You can just Google it and you'll find it.

362
00:17:39,810 --> 00:17:42,740
Or you can always email me
and I can share it with you.

363
00:17:42,740 --> 00:17:44,803
It's not in our materials for today.

364
00:17:45,960 --> 00:17:47,546
So trauma is a social injury.

365
00:17:47,546 --> 00:17:48,379
(clears throat) excuse me,

366
00:17:48,379 --> 00:17:53,133
whether it's racial, insidious,
historical or developmental.

367
00:17:55,650 --> 00:18:00,090
And so we have to really sustain
our compassion and empathy

368
00:18:00,090 --> 00:18:02,263
when faced with chronic challenges.

369
00:18:03,180 --> 00:18:06,073
I can't emphasize that
enough, our wellness,

370
00:18:06,073 --> 00:18:07,870
(clears throat) excuse me,
allows us to rejuvenate

371
00:18:07,870 --> 00:18:11,550
and revitalize our
compassion and our caring.

372
00:18:11,550 --> 00:18:13,630
Our kids, they sit in the world of shame.

373
00:18:13,630 --> 00:18:18,630
So kids who've experienced
developmental trauma are,

374
00:18:18,710 --> 00:18:21,330
what's armor-plated for
them is shame, not guilt.

375
00:18:21,330 --> 00:18:24,250
Guilt is, "I did something
bad." Shame is, "I am bad."

376
00:18:24,250 --> 00:18:26,910
That's their sense of self.

377
00:18:26,910 --> 00:18:27,743
And often these kids

378
00:18:27,743 --> 00:18:29,480
who have experienced developmental trauma

379
00:18:29,480 --> 00:18:31,060
are more afraid of living than dying

380
00:18:31,060 --> 00:18:32,700
'cause living causes them harm.

381
00:18:32,700 --> 00:18:35,920
And so they engage in
behaviors that are confounding,

382
00:18:35,920 --> 00:18:39,900
perplexing, and maladaptive,
although survival-based.

383
00:18:39,900 --> 00:18:42,673
They use destructive forms
of personal empowerment.

384
00:18:43,770 --> 00:18:46,320
And if we're truly gonna
hear their stories,

385
00:18:46,320 --> 00:18:48,610
if we're truly gonna use our relationship

386
00:18:48,610 --> 00:18:51,100
and our social environment
to help them heal,

387
00:18:51,100 --> 00:18:53,640
we have to enter into
the darkness with them.

388
00:18:53,640 --> 00:18:56,540
We've got to be willing
to be fully present,

389
00:18:56,540 --> 00:18:58,550
and willing to sit with the discomfort,

390
00:18:58,550 --> 00:19:02,030
listen to their story rather
than trying to solve a problem,

391
00:19:02,030 --> 00:19:03,020
tolerate the rupture

392
00:19:03,020 --> 00:19:06,300
and repair of the cycle
in the relationships,

393
00:19:06,300 --> 00:19:08,623
as a method of social healing.

394
00:19:09,570 --> 00:19:11,430
I'm gonna move on now to

395
00:19:12,410 --> 00:19:14,640
four premises of trauma-informed schools.

396
00:19:14,640 --> 00:19:16,050
Amy, is there anything in the chat

397
00:19:16,050 --> 00:19:18,300
that I need to pay attention to?

398
00:19:18,300 --> 00:19:19,133
- Nope.

399
00:19:19,133 --> 00:19:20,320
- Okay. Thank you.

400
00:19:20,320 --> 00:19:23,660
Excuse me. (sniffles)

401
00:19:23,660 --> 00:19:28,370
So these next few slides are really,

402
00:19:28,370 --> 00:19:30,590
again, about workforce
development and wellness.

403
00:19:30,590 --> 00:19:33,440
So trauma-sensitive schools
recognize the prevalence

404
00:19:33,440 --> 00:19:37,500
and the impact of traumatic
occurrence in students' lives.

405
00:19:37,500 --> 00:19:40,160
And they create (clears
throat) flexible frameworks

406
00:19:40,160 --> 00:19:42,053
that provide universal supports.

407
00:19:43,010 --> 00:19:45,630
And a trauma-informed school is sensitive

408
00:19:45,630 --> 00:19:47,120
to the unique needs of students

409
00:19:47,120 --> 00:19:51,263
and it's mindful of
avoiding re-traumatization.

410
00:19:53,510 --> 00:19:55,780
So the first premise is that

411
00:19:55,780 --> 00:19:58,920
stress is contagious reciprocally.

412
00:19:58,920 --> 00:20:00,950
So we know that students
experience stress,

413
00:20:00,950 --> 00:20:03,350
which can impact our workforce,

414
00:20:03,350 --> 00:20:06,130
which can impact building administrators,

415
00:20:06,130 --> 00:20:08,720
which can impact the larger organization.

416
00:20:08,720 --> 00:20:11,800
To the participant's question
earlier about, are we,

417
00:20:11,800 --> 00:20:12,633
when we looked at that continuum,

418
00:20:12,633 --> 00:20:17,193
are we thinking about
ourselves or our SU or SD.

419
00:20:18,030 --> 00:20:21,120
When we have this reciprocal
experience of stress,

420
00:20:21,120 --> 00:20:22,340
or if it trickles down,

421
00:20:22,340 --> 00:20:24,510
this contagion can cause the entire

422
00:20:25,990 --> 00:20:27,900
school community to feel stress.

423
00:20:27,900 --> 00:20:30,330
And it goes in the
other direction as well.

424
00:20:30,330 --> 00:20:31,610
It becomes viral

425
00:20:31,610 --> 00:20:34,260
when universal precautions
are not in place.

426
00:20:34,260 --> 00:20:36,510
If you wanna optimize performance,

427
00:20:36,510 --> 00:20:40,130
you must understand and
you must regulate stress.

428
00:20:40,130 --> 00:20:42,900
PBIS, again, we're talking about

429
00:20:42,900 --> 00:20:44,970
a multi-tiered system of support

430
00:20:44,970 --> 00:20:47,940
for supporting kids who've
experienced developmental trauma.

431
00:20:47,940 --> 00:20:49,793
Promotes cultural wellness.

432
00:20:50,640 --> 00:20:52,870
And through consistent
systems and practices,

433
00:20:52,870 --> 00:20:56,390
it reduces the amount of stress
that you're experiencing.

434
00:20:56,390 --> 00:20:57,410
So we wanna, again,

435
00:20:57,410 --> 00:21:00,170
focus on what happened
versus what's wrong.

436
00:21:00,170 --> 00:21:01,700
What skills have you developed?

437
00:21:01,700 --> 00:21:03,860
What skills have your students developed?

438
00:21:03,860 --> 00:21:06,870
And workforce development is
one of the most efficient ways

439
00:21:06,870 --> 00:21:11,640
to reduce the amount of community,

440
00:21:11,640 --> 00:21:14,283
organizational and individual stress.

441
00:21:17,240 --> 00:21:19,360
Workforce development...

442
00:21:19,360 --> 00:21:20,193
I'm sorry.

443
00:21:21,450 --> 00:21:23,240
Workforce development is critical to this,

444
00:21:23,240 --> 00:21:28,090
but also when we think about this cycle

445
00:21:28,090 --> 00:21:30,320
or this reciprocity of stress,

446
00:21:30,320 --> 00:21:32,810
it can also be a primary
source of intervention.

447
00:21:32,810 --> 00:21:35,370
So if we know where the students are

448
00:21:35,370 --> 00:21:37,080
in their sense of safety and wellness,

449
00:21:37,080 --> 00:21:39,160
or where administrators are,

450
00:21:39,160 --> 00:21:41,880
or where folks who are in
the classrooms with kids,

451
00:21:41,880 --> 00:21:43,140
if we know where that is,

452
00:21:43,140 --> 00:21:45,180
we can build intervention strategies

453
00:21:45,180 --> 00:21:47,833
to support reduction of stress.

454
00:21:50,000 --> 00:21:54,513
So then looking at the stress
continuum, (clears throat)

455
00:21:55,570 --> 00:21:58,100
again, stress is contagious.

456
00:21:58,100 --> 00:22:00,250
We think about stress in
the entire environment.

457
00:22:00,250 --> 00:22:03,530
We think about our proximity to kids.

458
00:22:03,530 --> 00:22:05,740
We think about the color
of the room, the lighting.

459
00:22:05,740 --> 00:22:07,610
We think about the energy in the room,

460
00:22:07,610 --> 00:22:09,360
the energy in our bodies,

461
00:22:09,360 --> 00:22:12,100
all of our senses, our relationships.

462
00:22:12,100 --> 00:22:15,150
And we're all responsible
for the success of others

463
00:22:15,150 --> 00:22:17,450
because the connections that
we have with one another,

464
00:22:17,450 --> 00:22:20,560
our relationships moderate stress.

465
00:22:20,560 --> 00:22:23,450
So stress is the amount
of energy in our body.

466
00:22:23,450 --> 00:22:26,113
And as we move along the stress continuum,

467
00:22:27,330 --> 00:22:31,290
we move from an objective
to a subjective perspective.

468
00:22:31,290 --> 00:22:34,840
Our threshold of tolerance,
our lenses become clouded.

469
00:22:34,840 --> 00:22:37,960
Our cortical modulation becomes disrupted.

470
00:22:37,960 --> 00:22:39,910
And we also move from

471
00:22:40,840 --> 00:22:44,200
this concrete objective
way of seeing things

472
00:22:44,200 --> 00:22:46,060
to implicit bias.

473
00:22:46,060 --> 00:22:48,950
Also known as implicit social cognition.

474
00:22:48,950 --> 00:22:53,640
And that's again, when our
assumptions are elicited

475
00:22:53,640 --> 00:22:55,673
in sort of this unconscious way.

476
00:22:56,758 --> 00:22:59,020
And it impacts our actions,

477
00:22:59,020 --> 00:23:01,710
our understanding what's
going on in our environment

478
00:23:01,710 --> 00:23:03,530
and the decisions we make.

479
00:23:03,530 --> 00:23:06,850
An example I like to give is
that I grew up in a family

480
00:23:06,850 --> 00:23:10,920
where being on time was a
really important characteristic.

481
00:23:10,920 --> 00:23:13,720
In fact, being early was preferable.

482
00:23:13,720 --> 00:23:15,873
And then I lived in a community,

483
00:23:16,960 --> 00:23:19,110
in a culture for about 15 years

484
00:23:19,110 --> 00:23:22,870
where there was a different
understanding of being on time.

485
00:23:22,870 --> 00:23:27,250
In fact, being late was considered okay.

486
00:23:27,250 --> 00:23:29,940
It was considered a relaxed way of being.

487
00:23:29,940 --> 00:23:31,510
And for a long time,

488
00:23:31,510 --> 00:23:33,120
when I was first living in that community,

489
00:23:33,120 --> 00:23:34,490
when someone was late,

490
00:23:34,490 --> 00:23:36,750
it would just activate my implicit bias.

491
00:23:36,750 --> 00:23:39,440
And I would assume it was
a fault in their character.

492
00:23:39,440 --> 00:23:42,010
And it took me a long
time to adjust to that,

493
00:23:42,010 --> 00:23:43,420
to where it wasn't activated.

494
00:23:43,420 --> 00:23:45,230
So that's about reflection,

495
00:23:45,230 --> 00:23:49,020
that's about examining my own biases.

496
00:23:49,020 --> 00:23:51,480
It's about engaging in wellness,

497
00:23:51,480 --> 00:23:54,070
so I can push the pause
button long enough to know

498
00:23:54,070 --> 00:23:57,700
that that response was about
my own cultural upbringing

499
00:23:57,700 --> 00:24:00,403
and was not representative
of all cultures.

500
00:24:01,550 --> 00:24:05,320
So we know that stress is
contagious, but so is calm.

501
00:24:05,320 --> 00:24:06,930
So when we think about the first premise

502
00:24:06,930 --> 00:24:11,363
about the reciprocity of stress
in trauma-informed schools,

503
00:24:12,290 --> 00:24:15,120
a good deal of what we
are needing to focus on is

504
00:24:15,120 --> 00:24:17,550
how are we practicing wellness,

505
00:24:17,550 --> 00:24:19,840
naming our stress, noticing it in others,

506
00:24:19,840 --> 00:24:21,540
and developing systems

507
00:24:21,540 --> 00:24:23,693
and practices that can help reduce it?

508
00:24:25,160 --> 00:24:26,280
We also know that stress

509
00:24:26,280 --> 00:24:28,730
is the primary mediator of performance.

510
00:24:28,730 --> 00:24:31,510
So as stress increases,
our performance goes down.

511
00:24:31,510 --> 00:24:34,840
So when you refer back to
that continuum that I showed

512
00:24:34,840 --> 00:24:36,740
where we could be trauma-organized,

513
00:24:36,740 --> 00:24:38,660
which is a fragmented sort of system

514
00:24:38,660 --> 00:24:40,550
to healing organization,

515
00:24:40,550 --> 00:24:42,380
paying attention to this is important

516
00:24:42,380 --> 00:24:44,228
because we want to perform

517
00:24:44,228 --> 00:24:47,030
at our optimal level whenever possible,

518
00:24:47,030 --> 00:24:49,253
so that kids can be successful.

519
00:24:50,170 --> 00:24:52,270
And I suspect that
everyone on the call today,

520
00:24:52,270 --> 00:24:54,560
everyone participating in this webinar

521
00:24:54,560 --> 00:24:57,410
has had unregulated stress
at some point in their life.

522
00:24:57,410 --> 00:24:59,740
If we were live, I would ask
people to raise their hands.

523
00:24:59,740 --> 00:25:02,520
Is anyone here not had unregulated stress

524
00:25:02,520 --> 00:25:04,210
at one point or another

525
00:25:04,210 --> 00:25:06,123
in their profession or in their lives?

526
00:25:07,760 --> 00:25:10,480
And we tend to see what we're looking for.

527
00:25:10,480 --> 00:25:11,720
So we have something in our brain

528
00:25:11,720 --> 00:25:13,060
that's called the reticulated...

529
00:25:14,302 --> 00:25:15,943
Reticular activating system.

530
00:25:16,810 --> 00:25:20,410
And it's kind of like our
air traffic control system.

531
00:25:20,410 --> 00:25:23,910
It filters out what we
perceive to be irrelevant,

532
00:25:23,910 --> 00:25:27,170
and the way it filters things
out is by our lived experience

533
00:25:27,170 --> 00:25:28,870
and by our biases.

534
00:25:28,870 --> 00:25:31,880
So the more that we can have
awareness of our biases,

535
00:25:31,880 --> 00:25:35,270
the more we can have awareness
of our stress and reduce it.

536
00:25:35,270 --> 00:25:36,870
Our reticular activating system

537
00:25:36,870 --> 00:25:39,270
can start filtering in things

538
00:25:39,270 --> 00:25:41,410
that help us change our mindset,

539
00:25:41,410 --> 00:25:43,690
and help us with workforce development,

540
00:25:43,690 --> 00:25:47,280
to be more regular, to be
more available and regulated

541
00:25:47,280 --> 00:25:50,318
for supporting kids who
are really struggling.

542
00:25:50,318 --> 00:25:53,210
'Cause when we're stressed,
our objective filters,

543
00:25:53,210 --> 00:25:57,573
our capacity to critically
modulate becomes compromised.

544
00:25:59,460 --> 00:26:02,670
So then, we talk about our third area,

545
00:26:02,670 --> 00:26:04,880
when stress is unregulated,

546
00:26:04,880 --> 00:26:07,470
it can be injurious to ourselves,

547
00:26:07,470 --> 00:26:09,690
to the kids that we support and serve,

548
00:26:09,690 --> 00:26:12,883
and to our community or
our school community.

549
00:26:15,020 --> 00:26:17,450
So we wanna, again, engage in practices

550
00:26:17,450 --> 00:26:20,280
that are gonna help us feel more regulated

551
00:26:20,280 --> 00:26:24,580
and to support our ability
to help one another

552
00:26:24,580 --> 00:26:27,170
when we're distressed.

553
00:26:27,170 --> 00:26:32,170
And finally, we talk about
how our biases are activated

554
00:26:32,480 --> 00:26:35,860
and that that contributes to
reduced self-care and blame.

555
00:26:35,860 --> 00:26:38,520
It's really far easier to talk about kids

556
00:26:38,520 --> 00:26:40,900
than it is to talk about ourselves.

557
00:26:40,900 --> 00:26:42,620
And I don't know if anyone here

558
00:26:42,620 --> 00:26:44,150
has ever noticed that in a meeting

559
00:26:44,150 --> 00:26:45,910
when you're really feeling confounded

560
00:26:45,910 --> 00:26:48,763
by a kid's presentation
or a family struggle,

561
00:26:49,720 --> 00:26:51,910
that you feel like what you've
tried over and over again,

562
00:26:51,910 --> 00:26:52,770
hasn't been working,

563
00:26:52,770 --> 00:26:54,780
that you tend to focus on the student

564
00:26:54,780 --> 00:26:58,469
rather than the system or the
environment in which they are.

565
00:26:58,469 --> 00:27:00,900
And so our self-examination,

566
00:27:00,900 --> 00:27:03,960
our self-reflection about
our own interactions

567
00:27:03,960 --> 00:27:06,150
in our system becomes critical

568
00:27:06,150 --> 00:27:10,973
to developing more
effective interventions.

569
00:27:12,010 --> 00:27:13,790
I don't know how many
of you have ever heard

570
00:27:13,790 --> 00:27:15,670
or seen some of Brene Brown's work,

571
00:27:15,670 --> 00:27:19,020
but if you haven't seen Brene
Brown's "Short on Blame,"

572
00:27:19,020 --> 00:27:21,254
I highly encourage you to watch it.

573
00:27:21,254 --> 00:27:23,900
It's an excellent, it's
like a three-minute short

574
00:27:23,900 --> 00:27:25,910
and where she really talks a lot about

575
00:27:25,910 --> 00:27:28,440
how we tend to go to
blame when we're stressed.

576
00:27:28,440 --> 00:27:30,800
We look for something externally

577
00:27:30,800 --> 00:27:32,890
for the cause of the problem

578
00:27:32,890 --> 00:27:35,263
as opposed to looking internally.

579
00:27:36,660 --> 00:27:38,470
So if we're really going to sit

580
00:27:38,470 --> 00:27:39,860
with the discomfort of our students,

581
00:27:39,860 --> 00:27:42,223
we have to sit within our own discomfort,

582
00:27:43,080 --> 00:27:45,857
asking ourselves, "What
does it mean to me?

583
00:27:45,857 --> 00:27:47,277
"What is it that I'm feeling?

584
00:27:47,277 --> 00:27:48,947
"Where is it in my body?

585
00:27:48,947 --> 00:27:51,647
"And how can I use that
knowledge and reflection

586
00:27:51,647 --> 00:27:54,387
"to better support and serve my colleagues

587
00:27:54,387 --> 00:27:58,007
"and the kids who are
experiencing developmental trauma

588
00:27:58,007 --> 00:28:00,607
"and the behaviors that are
an outcropping of that?"

589
00:28:02,710 --> 00:28:06,350
So what's the consequence
of unregulated stress?

590
00:28:06,350 --> 00:28:10,670
Sort of the obvious here,
that we become less creative,

591
00:28:10,670 --> 00:28:14,760
we become resigned to the
distress and the challenges

592
00:28:14,760 --> 00:28:18,593
that are relentlessly presented before us,

593
00:28:19,480 --> 00:28:21,870
we become, again, fragmented.

594
00:28:21,870 --> 00:28:24,800
We have less tolerance for distress

595
00:28:24,800 --> 00:28:26,900
and for children's chronic behaviors.

596
00:28:26,900 --> 00:28:29,410
Sometimes we miss what's
right in front of us.

597
00:28:29,410 --> 00:28:31,010
And it's a parallel process.

598
00:28:31,010 --> 00:28:34,770
This happens to us as adults,
and this happens to kids too.

599
00:28:34,770 --> 00:28:36,580
And we sometimes become very passive

600
00:28:36,580 --> 00:28:39,050
in response to behavior.

601
00:28:39,050 --> 00:28:40,250
So we send kids away.

602
00:28:40,250 --> 00:28:42,593
We send them out of context of the stress.

603
00:28:43,513 --> 00:28:48,513
We use exclusionary practices
like detention, et cetera.

604
00:28:50,576 --> 00:28:53,860
And we wanna be aware of the
vicarious impact that distress

605
00:28:53,860 --> 00:28:56,980
working with kids with
chronic challenges has on us.

606
00:28:56,980 --> 00:28:59,490
Again, this vicarious
trauma empathic distress

607
00:29:00,560 --> 00:29:03,100
is so important to pay attention to.

608
00:29:03,100 --> 00:29:05,290
So we're exposed to traumatic events.

609
00:29:05,290 --> 00:29:07,230
We have experiences, we have emotions,

610
00:29:07,230 --> 00:29:09,900
we have body-based experiences,

611
00:29:09,900 --> 00:29:12,053
and then we have our response to it.

612
00:29:13,100 --> 00:29:15,000
And we have a lot of demands on us

613
00:29:15,000 --> 00:29:17,830
that are coming from all
different directions in schools.

614
00:29:17,830 --> 00:29:19,890
Whether it's having kids meeting

615
00:29:19,890 --> 00:29:21,790
for certain standards or for,

616
00:29:21,790 --> 00:29:25,570
we were just talking before
we started this webinar,

617
00:29:25,570 --> 00:29:27,490
we were talking about the recovery plan

618
00:29:27,490 --> 00:29:28,420
that's being required.

619
00:29:28,420 --> 00:29:30,440
So there's all these different demands

620
00:29:30,440 --> 00:29:31,360
that are coming at us

621
00:29:31,360 --> 00:29:35,180
in addition to working with
kids who are really struggling.

622
00:29:35,180 --> 00:29:38,180
So one path we can go down
is we can dwell, quell,

623
00:29:38,180 --> 00:29:40,740
we can avoid, and we become maladaptive.

624
00:29:40,740 --> 00:29:42,960
We don't work hard enough on our wellness.

625
00:29:42,960 --> 00:29:46,220
We become sort of
habituated to the distress,

626
00:29:46,220 --> 00:29:51,200
and we become sort of that
learned helplessness again.

627
00:29:51,200 --> 00:29:54,200
But the other path is that
we can become reflective

628
00:29:54,200 --> 00:29:56,720
and we can evaluate, and we can process,

629
00:29:56,720 --> 00:29:59,033
and we can gain support
from our colleagues.

630
00:30:00,880 --> 00:30:03,910
And we wanna, we'll talk in
a moment just about culture

631
00:30:03,910 --> 00:30:08,290
and how we can utilize tools and resources

632
00:30:08,290 --> 00:30:10,030
to develop a stronger culture

633
00:30:10,030 --> 00:30:13,653
to support the upward path
of process and reflection.

634
00:30:14,780 --> 00:30:16,530
So if we go down the path of dwell,

635
00:30:16,530 --> 00:30:17,990
quell, avoid, and maladaptive,

636
00:30:17,990 --> 00:30:21,513
we're most likely to have empathy fatigue.

637
00:30:22,520 --> 00:30:25,820
But if we try really hard as
our systems and individuals

638
00:30:25,820 --> 00:30:27,920
to go through the upper path,

639
00:30:27,920 --> 00:30:31,490
we have vicarious resilience
versus vicarious trauma,

640
00:30:31,490 --> 00:30:34,167
and we can be growing from our experience

641
00:30:34,167 --> 00:30:35,870
and learning from our experience.

642
00:30:35,870 --> 00:30:39,030
So the question is, "Which
path do you wanna go on?"

643
00:30:39,030 --> 00:30:42,110
And how can you support
the upward trajectory

644
00:30:42,110 --> 00:30:44,750
so that you're learning and
growing from your experiences,

645
00:30:44,750 --> 00:30:48,290
from your reflection and
from frankly, mistakes?

646
00:30:48,290 --> 00:30:50,670
I don't know if anyone out
there on the call today

647
00:30:50,670 --> 00:30:53,310
has ever made a mistake in
your work with children.

648
00:30:53,310 --> 00:30:55,030
I have, I just wanna own that.

649
00:30:55,030 --> 00:30:57,250
So I always wanna learn from that

650
00:30:57,250 --> 00:30:59,410
and also enlist my collegial support

651
00:30:59,410 --> 00:31:02,560
to help me understand what has occurred

652
00:31:02,560 --> 00:31:04,730
and what I can do differently.

653
00:31:04,730 --> 00:31:07,183
So this again is about
workforce development.

654
00:31:10,770 --> 00:31:13,300
Another really important piece about

655
00:31:14,960 --> 00:31:17,340
elements of trauma-informed
schools is your culture.

656
00:31:17,340 --> 00:31:21,150
So, this year for those
who are on the call

657
00:31:21,150 --> 00:31:22,703
that are PBIS schools,

658
00:31:23,820 --> 00:31:27,200
we have offered a opportunity to,

659
00:31:27,200 --> 00:31:29,270
instead of doing the
school-wide assessment survey,

660
00:31:29,270 --> 00:31:31,263
to do the climate survey.

661
00:31:32,350 --> 00:31:33,980
And this during the pandemic,

662
00:31:33,980 --> 00:31:36,360
if there was ever a time
to do a climate survey,

663
00:31:36,360 --> 00:31:37,683
this is probably the time.

664
00:31:38,940 --> 00:31:40,420
Because it's really
important to get your finger

665
00:31:40,420 --> 00:31:42,600
on the pulse of how everyone's doing.

666
00:31:42,600 --> 00:31:44,100
So PBIS is a framework

667
00:31:44,100 --> 00:31:46,763
that can support a really healthy culture.

668
00:31:48,160 --> 00:31:50,270
The resilience literature,

669
00:31:50,270 --> 00:31:52,570
which talks a lot about culture,

670
00:31:52,570 --> 00:31:55,240
supported by, closely related

671
00:31:55,240 --> 00:31:59,660
to social emotional learning
activities and interventions,

672
00:31:59,660 --> 00:32:04,660
talks about how focusing on
culture and utilizing SEL,

673
00:32:04,660 --> 00:32:07,710
really promotes a school climate,

674
00:32:07,710 --> 00:32:09,510
and assistance approach

675
00:32:09,510 --> 00:32:13,690
of one of the most effective
ways of promoting resilience.

676
00:32:13,690 --> 00:32:15,960
So using SEL for kids

677
00:32:15,960 --> 00:32:18,520
in turn helping with their resilience

678
00:32:18,520 --> 00:32:20,143
helps with our resilience.

679
00:32:21,180 --> 00:32:25,280
And one of the core components
of the MTSS Field Guide

680
00:32:25,280 --> 00:32:28,230
is a culture of continuous improvement.

681
00:32:28,230 --> 00:32:30,840
So if you haven't considered
doing the climate survey,

682
00:32:30,840 --> 00:32:32,920
I would highly encourage you to do that

683
00:32:32,920 --> 00:32:34,720
because it's a really effective way

684
00:32:34,720 --> 00:32:38,220
of examining these types of elements.

685
00:32:38,220 --> 00:32:40,270
And these are all
elements of school culture

686
00:32:40,270 --> 00:32:41,840
from the MTSS Field Guide.

687
00:32:41,840 --> 00:32:45,161
So what do we believe? What
are relationships like?

688
00:32:45,161 --> 00:32:47,830
(clears throat)
What are our attitudes?

689
00:32:47,830 --> 00:32:49,730
Excuse me, let me take a sip of water.

690
00:32:53,740 --> 00:32:56,140
What's our physical environment like?

691
00:32:56,140 --> 00:32:59,333
How are we embracing diversity? Et cetera.

692
00:33:04,920 --> 00:33:08,023
And then before we get into
the domains of impairment,

693
00:33:09,330 --> 00:33:11,920
I wanna just talk quickly
about upstream interventions

694
00:33:11,920 --> 00:33:13,920
that are universal precautions

695
00:33:13,920 --> 00:33:18,920
that help spread the toxicity
that's associated with trauma.

696
00:33:22,480 --> 00:33:25,100
So a way that we address wellness

697
00:33:25,100 --> 00:33:26,680
for ourselves and our students

698
00:33:26,680 --> 00:33:29,528
is through upstream interventions.

699
00:33:29,528 --> 00:33:31,580
And we know that MTSS Field Guide,

700
00:33:31,580 --> 00:33:34,683
it talks about quality,
proactive interventions.

701
00:33:35,650 --> 00:33:38,730
And so going upstream
rather than downstream

702
00:33:38,730 --> 00:33:42,000
is really useful in supporting
students in being successful,

703
00:33:42,000 --> 00:33:43,980
as well as all of us
in the work that we do

704
00:33:43,980 --> 00:33:45,523
with children and families.

705
00:33:48,090 --> 00:33:53,090
So what I love about this
image is that, it really is,

706
00:33:54,850 --> 00:33:57,050
it speaks to the universal importance

707
00:33:57,050 --> 00:34:00,783
of being present in
other people's distress.

708
00:34:02,060 --> 00:34:05,060
We wanna move from a hierarchical

709
00:34:05,060 --> 00:34:08,483
evaluative supervision model,
to more of a supportive model.

710
00:34:10,030 --> 00:34:12,370
And we do that by following these steps.

711
00:34:12,370 --> 00:34:15,360
So observation is taking a look at

712
00:34:15,360 --> 00:34:16,670
how does that person look?

713
00:34:16,670 --> 00:34:18,970
What are you seeing
non-verbally in that person?

714
00:34:18,970 --> 00:34:22,210
What are you noticing
about their presentation,

715
00:34:22,210 --> 00:34:25,130
their modulation of
their voice, et cetera?

716
00:34:25,130 --> 00:34:29,120
The listening component
is really being present

717
00:34:29,120 --> 00:34:32,610
and hearing the words and
hearing the inflection

718
00:34:33,610 --> 00:34:36,900
and containing the desire to fix.

719
00:34:36,900 --> 00:34:41,010
So listen with the intent of
really understanding the story,

720
00:34:41,010 --> 00:34:44,780
not trying to share the story

721
00:34:44,780 --> 00:34:47,830
or share your own story that's
similar to their stories,

722
00:34:47,830 --> 00:34:49,500
or really containing that desire

723
00:34:49,500 --> 00:34:53,700
to fix the problem that's
being expressed to you.

724
00:34:53,700 --> 00:34:56,900
Become really curious, wonder out loud,

725
00:34:56,900 --> 00:34:57,970
wonder to yourself

726
00:34:57,970 --> 00:35:01,130
about what that experience
might be like for that person.

727
00:35:01,130 --> 00:35:03,380
And once you've gone
through all those steps,

728
00:35:06,170 --> 00:35:08,220
then you respond.

729
00:35:08,220 --> 00:35:13,050
And I'm just gonna ask
people to raise their hand.

730
00:35:13,050 --> 00:35:15,700
I've got you all back
on the screen right now.

731
00:35:15,700 --> 00:35:19,920
Raise your hand if you've
ever tried to solve a problem

732
00:35:19,920 --> 00:35:22,933
before you completely
understood what the problem was.

733
00:35:24,060 --> 00:35:25,693
Karen's raising her hand.

734
00:35:28,680 --> 00:35:30,420
Rick's raising his hand.

735
00:35:30,420 --> 00:35:32,310
You can come back, oh, I
got a thumbs up from Amy.

736
00:35:32,310 --> 00:35:33,173
Thank you.

737
00:35:34,330 --> 00:35:36,530
So we've got some people
with their hands up.

738
00:35:36,530 --> 00:35:39,630
Using the technology, I
love it. Thanks so much.

739
00:35:39,630 --> 00:35:41,490
Yeah. So it's a really natural thing

740
00:35:41,490 --> 00:35:42,830
that we do as human beings.

741
00:35:42,830 --> 00:35:44,640
We're trying to solve problems.

742
00:35:44,640 --> 00:35:46,240
But the challenge is,

743
00:35:46,240 --> 00:35:47,280
if we're solving a problem

744
00:35:47,280 --> 00:35:49,210
before we completely understand it,

745
00:35:49,210 --> 00:35:50,790
we haven't heard the whole story.

746
00:35:50,790 --> 00:35:53,690
And that can be incredibly,
incredibly invalidating.

747
00:35:53,690 --> 00:35:57,350
So we wanna really pay attention
to what is the whole story

748
00:35:57,350 --> 00:36:00,913
and ask questions, get more clarification.

749
00:36:06,150 --> 00:36:07,120
We also wanna make sure

750
00:36:07,120 --> 00:36:09,960
that we're really engaging
in self-reflective practices.

751
00:36:09,960 --> 00:36:12,680
How are we examining what
our experience was like?

752
00:36:12,680 --> 00:36:16,460
Examining what our interaction was like.

753
00:36:16,460 --> 00:36:18,220
According to the MTSS Field Guide,

754
00:36:18,220 --> 00:36:19,810
self-reflection sets the stage

755
00:36:19,810 --> 00:36:23,240
for building a culture
of systemic improvement.

756
00:36:23,240 --> 00:36:26,260
So again, moving away from an
evaluative supervision model

757
00:36:26,260 --> 00:36:28,403
to a reflective supervision model.

758
00:36:30,060 --> 00:36:30,893
And there is a,

759
00:36:30,893 --> 00:36:33,163
in the handouts that
Amy put in the chat box,

760
00:36:33,163 --> 00:36:35,920
there's a reflective practice guideline.

761
00:36:35,920 --> 00:36:38,640
I just kind of quickly go
through some of the steps

762
00:36:38,640 --> 00:36:41,080
of how you engage in
more reflective practice

763
00:36:41,080 --> 00:36:44,530
versus again, a hierarchical practice.

764
00:36:44,530 --> 00:36:46,700
And that helps us to know,

765
00:36:46,700 --> 00:36:49,870
it helps us to move away
from being trauma-organized.

766
00:36:49,870 --> 00:36:51,920
We need to know when our
colleagues are suffering,

767
00:36:51,920 --> 00:36:55,010
when they're distressed,
and how to help them.

768
00:36:55,010 --> 00:36:57,050
And we need to be able
to push the pause button

769
00:36:57,050 --> 00:36:58,870
to really listen to the story

770
00:36:58,870 --> 00:37:01,963
and invite humanity into
our work every single day.

771
00:37:04,010 --> 00:37:08,120
And this is a quote, again,
from the MTSS Field Guide,

772
00:37:08,120 --> 00:37:10,240
that we have to have
resilience in our system.

773
00:37:10,240 --> 00:37:12,730
We can't expect that people have their,

774
00:37:12,730 --> 00:37:14,610
just their own individual resilience.

775
00:37:14,610 --> 00:37:16,370
If they don't have a
system to support them,

776
00:37:16,370 --> 00:37:19,647
then they will be, their
resilience will be compromised

777
00:37:19,647 --> 00:37:22,993
and their adult assets
will also be compromised.

778
00:37:24,680 --> 00:37:26,290
All upstream.

779
00:37:26,290 --> 00:37:28,850
Another upstream intervention
is changing your mindset.

780
00:37:28,850 --> 00:37:30,130
I've already said this phrase,

781
00:37:30,130 --> 00:37:33,380
this was coined from the
Wisconsin Department of Health

782
00:37:33,380 --> 00:37:34,960
a long time ago right now.

783
00:37:34,960 --> 00:37:39,760
So when we change our mindset,
we can change our practices.

784
00:37:39,760 --> 00:37:41,590
We know that a dysregulated adult

785
00:37:41,590 --> 00:37:43,890
can't regulate a dysregulated kid,

786
00:37:43,890 --> 00:37:47,010
so we have to be calm
so we can be curious,

787
00:37:47,010 --> 00:37:48,580
so that we can stay present

788
00:37:48,580 --> 00:37:50,220
for the story that's being told to us,

789
00:37:50,220 --> 00:37:52,253
either behaviorally or orally.

790
00:37:54,070 --> 00:37:57,350
And we need to be able to
think about transitioning

791
00:37:57,350 --> 00:37:59,870
from a blame model to a repair model.

792
00:37:59,870 --> 00:38:02,290
How can we help? What
can I learn from you?

793
00:38:02,290 --> 00:38:03,720
What are you telling me right now

794
00:38:03,720 --> 00:38:05,390
that I don't already know about you

795
00:38:05,390 --> 00:38:09,350
that will inform my decisions
and my interventions,

796
00:38:09,350 --> 00:38:13,990
whether they're systemic wide
or my own individual response

797
00:38:13,990 --> 00:38:16,560
to the behaviors that are
being presented to me?

798
00:38:16,560 --> 00:38:19,580
There's also a document in the handouts

799
00:38:19,580 --> 00:38:21,490
called "We Got This,"

800
00:38:21,490 --> 00:38:23,200
and I put that in there because

801
00:38:23,200 --> 00:38:25,620
while there's a lot of opportunity

802
00:38:25,620 --> 00:38:27,990
to reflect on what we might be doing

803
00:38:27,990 --> 00:38:30,060
and how we might do things differently,

804
00:38:30,060 --> 00:38:31,310
that we got this document

805
00:38:31,310 --> 00:38:34,180
is also about the incredible repertoire

806
00:38:34,180 --> 00:38:37,050
of skills and assets
that you already have,

807
00:38:37,050 --> 00:38:38,700
and how to revitalize those,

808
00:38:38,700 --> 00:38:41,450
how to pay attention to them
and how to celebrate them.

809
00:38:44,020 --> 00:38:46,300
So I'm gonna stop sharing for a second.

810
00:38:46,300 --> 00:38:47,880
So notice the shark fin,

811
00:38:47,880 --> 00:38:50,320
that is a shark fin, not a dolphin fin,

812
00:38:50,320 --> 00:38:52,370
and go ahead and put in the chat,

813
00:38:52,370 --> 00:38:54,850
if you were at a body of water,

814
00:38:54,850 --> 00:38:56,800
probably an ocean, 'cause
that's where sharks live,

815
00:38:56,800 --> 00:39:00,560
if you were at a body of water
and you saw that shark fin,

816
00:39:00,560 --> 00:39:01,560
what would you do?

817
00:39:01,560 --> 00:39:02,780
So go ahead and put in the chat,

818
00:39:02,780 --> 00:39:04,280
how you might respond to that.

819
00:39:12,820 --> 00:39:15,210
Panic. Freak out. Keep my eyes on it.

820
00:39:15,210 --> 00:39:17,910
Afraid. Panic. Flail. Stop and watch.

821
00:39:17,910 --> 00:39:19,850
Stop and watch? Oh, Helen.

822
00:39:19,850 --> 00:39:21,360
Get out of the water.

823
00:39:21,360 --> 00:39:26,360
Run in the water. (laughs)
That's good water aerobics.

824
00:39:27,710 --> 00:39:30,490
Swim fast. Michelle, great. Love it.

825
00:39:30,490 --> 00:39:32,530
Rick would get out of the water.

826
00:39:32,530 --> 00:39:36,430
Okay. Yeah. So, yell for help.

827
00:39:36,430 --> 00:39:37,390
Look for a way out.

828
00:39:37,390 --> 00:39:41,170
Look for a fishing
pole. Okay, JP. (laughs)

829
00:39:41,170 --> 00:39:42,700
Some really good answers. Right. Yeah.

830
00:39:42,700 --> 00:39:46,173
So typically, when we
see that in the water,

831
00:39:47,200 --> 00:39:48,653
we wanna get away from it.

832
00:39:48,653 --> 00:39:51,340
Because it's not safe.
That's our assumption.

833
00:39:51,340 --> 00:39:55,320
And if any of you on the
call today ever saw "Jaws,"

834
00:39:55,320 --> 00:39:57,230
you probably have been scarred for life.

835
00:39:57,230 --> 00:39:59,690
But when we think about
upstream intervention...

836
00:39:59,690 --> 00:40:01,000
Scarred for life for going to the ocean,

837
00:40:01,000 --> 00:40:01,833
is what I meant to say.

838
00:40:01,833 --> 00:40:04,530
We think about upstream interventions,

839
00:40:04,530 --> 00:40:07,900
we wanna change what we see.

840
00:40:07,900 --> 00:40:09,510
We wanna change our mindset.

841
00:40:09,510 --> 00:40:11,220
We wanna develop a second theory.

842
00:40:11,220 --> 00:40:14,810
So underneath that shark
fin, is probably this,

843
00:40:14,810 --> 00:40:19,360
not probably, is this beautiful
child who's been harmed

844
00:40:19,360 --> 00:40:21,520
because they have been
swimming in an ocean

845
00:40:21,520 --> 00:40:26,250
of abuse and neglect and fear of adults,

846
00:40:26,250 --> 00:40:30,360
community violence, poor sleep hygiene,

847
00:40:30,360 --> 00:40:33,650
substance abuse, challenges in school,

848
00:40:33,650 --> 00:40:37,950
perhaps they have an incarcerated
parent, food insecurity,

849
00:40:37,950 --> 00:40:40,263
maybe they've experienced sexual abuse.

850
00:40:41,590 --> 00:40:43,180
So our upstream intervention

851
00:40:43,180 --> 00:40:45,520
would be to look actually under the water

852
00:40:45,520 --> 00:40:48,470
and understand all of
these kids are swimming in

853
00:40:48,470 --> 00:40:50,883
so that we can develop a second theory.

854
00:40:52,000 --> 00:40:54,290
A second theory requires reflection

855
00:40:54,290 --> 00:40:56,420
and a second theory requires empathy.

856
00:40:56,420 --> 00:40:58,490
Our first theory is it's a shark.

857
00:40:58,490 --> 00:41:01,120
Our second theory is it's a goldfish.

858
00:41:01,120 --> 00:41:03,550
It's a child that needs our help.

859
00:41:03,550 --> 00:41:05,450
And it changes the story.

860
00:41:05,450 --> 00:41:06,980
It changes the story that we tell

861
00:41:06,980 --> 00:41:09,020
and it changes the story we believe.

862
00:41:09,020 --> 00:41:11,070
It also helps change the story

863
00:41:11,070 --> 00:41:12,860
that the child knows about themselves.

864
00:41:12,860 --> 00:41:16,490
How we see children is
how they see themselves.

865
00:41:16,490 --> 00:41:18,210
So we change our mindset,

866
00:41:18,210 --> 00:41:21,513
again, in order to change our practices.

867
00:41:23,820 --> 00:41:26,700
And then I'm sure many of you
have heard of the ACE's study

868
00:41:26,700 --> 00:41:30,810
as all, I think I said that
figure, 81% of you have had

869
00:41:30,810 --> 00:41:32,360
quite a bit of training already on trauma.

870
00:41:32,360 --> 00:41:35,210
So you know that adverse
childhood experiences

871
00:41:35,210 --> 00:41:36,640
has been a longitudinal study

872
00:41:36,640 --> 00:41:39,080
that has looked at the effects of

873
00:41:40,760 --> 00:41:42,750
traumatic experiences on kids

874
00:41:42,750 --> 00:41:45,430
and the short-term and long-term effect.

875
00:41:45,430 --> 00:41:47,820
So you can see what the triangle,

876
00:41:47,820 --> 00:41:49,120
the continuum that happens

877
00:41:49,120 --> 00:41:52,160
if you've had multiple
childhood adverse experiences,

878
00:41:52,160 --> 00:41:54,180
but upstream interventions,

879
00:41:54,180 --> 00:41:58,420
again, upstream modalities
are focusing on wellness,

880
00:41:58,420 --> 00:41:59,993
social emotional learning,

881
00:42:01,050 --> 00:42:03,470
strengthening relationships
with each other

882
00:42:03,470 --> 00:42:04,630
and the children,

883
00:42:04,630 --> 00:42:07,050
ensuring that we're incorporating exercise

884
00:42:07,050 --> 00:42:11,490
in order to help regulate our
lower regions of our brain.

885
00:42:11,490 --> 00:42:14,400
Good sleep hygiene, good nutrition,

886
00:42:14,400 --> 00:42:18,670
engaging in practices that help us calm,

887
00:42:18,670 --> 00:42:20,350
again, the lower regions of our brain,

888
00:42:20,350 --> 00:42:22,093
like meditation and yoga.

889
00:42:23,430 --> 00:42:25,590
These are all universal interventions.

890
00:42:25,590 --> 00:42:30,330
These are all upstream
interventions that are so critical

891
00:42:30,330 --> 00:42:32,750
to mitigating the impact
developmental trauma has

892
00:42:32,750 --> 00:42:33,920
on kids' functioning.

893
00:42:33,920 --> 00:42:37,563
So these are universal first
year of support interventions.

894
00:42:39,490 --> 00:42:41,920
And then we think about
social emotional learning also

895
00:42:41,920 --> 00:42:44,120
as an upstream intervention,
(clears throat)

896
00:42:44,120 --> 00:42:46,440
part of high quality instruction,

897
00:42:46,440 --> 00:42:49,590
collaboration, data form decision-making,

898
00:42:49,590 --> 00:42:52,910
comprehensive and balanced
assessment system.

899
00:42:52,910 --> 00:42:57,180
The core elements of MTSS is implementing

900
00:42:57,180 --> 00:43:01,100
an effective social
emotional learning curriculum

901
00:43:01,100 --> 00:43:03,190
and making sure you're
doing that universally

902
00:43:03,190 --> 00:43:08,050
across the entire building so
everyone has access to this.

903
00:43:08,050 --> 00:43:09,780
You might also wanna think about

904
00:43:09,780 --> 00:43:12,380
when you're thinking about
social emotional learning,

905
00:43:12,380 --> 00:43:15,200
the role of your clinician
or clinicians in school

906
00:43:15,200 --> 00:43:17,370
or the role of your school counselors

907
00:43:17,370 --> 00:43:20,660
or whomever is charged with
promoting and providing support

908
00:43:20,660 --> 00:43:22,270
to children who are struggling

909
00:43:22,270 --> 00:43:25,440
with their mental health
and their behaviors.

910
00:43:25,440 --> 00:43:30,410
There is a handout in the
documents that Amy shared

911
00:43:32,220 --> 00:43:34,060
that talks about how you can examine

912
00:43:34,060 --> 00:43:35,960
the role of the clinician in your school.

913
00:43:35,960 --> 00:43:38,480
It's from the Interconnected
Systems Framework.

914
00:43:38,480 --> 00:43:39,790
Encourage you to take a look at it

915
00:43:39,790 --> 00:43:41,490
'cause it can help you to repurpose.

916
00:43:41,490 --> 00:43:43,890
We really wanna try hard

917
00:43:43,890 --> 00:43:47,940
to avoid sending kids out of
the context of their distress.

918
00:43:47,940 --> 00:43:50,210
So sending them, referring them out,

919
00:43:50,210 --> 00:43:51,700
we really wanna try to provide

920
00:43:51,700 --> 00:43:54,350
as much support in the
classroom as possible

921
00:43:54,350 --> 00:43:56,440
to promote universal intervention

922
00:43:56,440 --> 00:43:58,417
so kids can tolerate their distress

923
00:43:58,417 --> 00:44:00,460
and the environment in which it's caused

924
00:44:00,460 --> 00:44:03,560
and also practice adaptive coping skills

925
00:44:03,560 --> 00:44:05,940
so that they can stay within the classroom

926
00:44:05,940 --> 00:44:07,523
and access their learning more.

927
00:44:11,680 --> 00:44:14,150
And then, Brandi Simonsen,

928
00:44:14,150 --> 00:44:16,940
who works out of the
University of Connecticut,

929
00:44:16,940 --> 00:44:21,570
who's done a lot of work
with us in the BEST Project,

930
00:44:21,570 --> 00:44:23,170
she talks about five dimensions

931
00:44:23,170 --> 00:44:25,890
of social emotional learning practices

932
00:44:25,890 --> 00:44:28,483
that encompass self-management,

933
00:44:30,760 --> 00:44:32,230
and interpersonal relationships,

934
00:44:32,230 --> 00:44:35,010
both of which are significantly harmed

935
00:44:35,010 --> 00:44:36,720
by developmental trauma.

936
00:44:36,720 --> 00:44:40,790
So the five elements she talks
about is maximizing structure

937
00:44:40,790 --> 00:44:42,980
of PBIS component for sure,

938
00:44:42,980 --> 00:44:45,940
that you post, teach, review, monitor,

939
00:44:45,940 --> 00:44:48,530
and reinforce the expectations.

940
00:44:48,530 --> 00:44:50,720
Again, an element of PBIS.

941
00:44:50,720 --> 00:44:53,350
Actively engage students
in observable ways.

942
00:44:53,350 --> 00:44:55,280
So this could be moving
around the classroom,

943
00:44:55,280 --> 00:44:58,340
giving them opportunities
to respond, et cetera.

944
00:44:58,340 --> 00:45:00,440
Use a continuum of strategies

945
00:45:01,290 --> 00:45:03,040
to respond to appropriate behavior.

946
00:45:03,040 --> 00:45:04,900
So really again, PBIS.

947
00:45:04,900 --> 00:45:07,100
Acknowledging when kids are doing well,

948
00:45:07,100 --> 00:45:10,300
really finding a good five to one ratio

949
00:45:10,300 --> 00:45:13,390
of positive versus constructive feedback,

950
00:45:13,390 --> 00:45:15,980
and also having a continuum of strategies

951
00:45:15,980 --> 00:45:17,770
to support kids who are struggling.

952
00:45:17,770 --> 00:45:19,440
And focusing a great deal,

953
00:45:19,440 --> 00:45:23,090
hopefully on classroom-based management

954
00:45:23,090 --> 00:45:25,770
versus having kids have
to leave the classroom.

955
00:45:25,770 --> 00:45:28,190
And I get that sometimes kids
have to leave the classroom

956
00:45:28,190 --> 00:45:30,630
because their behaviors are so challenging

957
00:45:30,630 --> 00:45:32,030
that they need additional support,

958
00:45:32,030 --> 00:45:33,220
but as much as possible

959
00:45:33,220 --> 00:45:35,520
that we can keep kids in their classroom

960
00:45:35,520 --> 00:45:37,100
to, again, experience the distress,

961
00:45:37,100 --> 00:45:40,163
practice their strategies,
and have success,

962
00:45:41,170 --> 00:45:43,760
the more likely they'll be
able to generalize those skills

963
00:45:43,760 --> 00:45:46,180
across multiple environments.

964
00:45:46,180 --> 00:45:47,500
And then upstream interventions.

965
00:45:47,500 --> 00:45:50,210
This is just a non-exhaustive list

966
00:45:50,210 --> 00:45:54,730
of some upstream interventions from

967
00:45:54,730 --> 00:45:59,593
the Policy Institute of Helping
Traumatized Children Learn,

968
00:46:01,185 --> 00:46:02,630
and I'm just looking at my footer there

969
00:46:02,630 --> 00:46:04,140
and I've got it typed in incorrectly.

970
00:46:04,140 --> 00:46:05,970
I apologize for that,

971
00:46:05,970 --> 00:46:07,630
but it's helping
traumatized children learn

972
00:46:07,630 --> 00:46:11,220
from the Policy Institute
out of Massachusetts.

973
00:46:11,220 --> 00:46:12,900
So here are some examples

974
00:46:12,900 --> 00:46:16,023
of universal upstream interventions.

975
00:46:17,800 --> 00:46:20,220
And then one of my favorites
that I always like to show,

976
00:46:20,220 --> 00:46:21,740
and this is from a video

977
00:46:21,740 --> 00:46:24,620
on a school's journey to
becoming trauma-sensitive,

978
00:46:24,620 --> 00:46:26,340
is positive greetings at the door,

979
00:46:26,340 --> 00:46:29,490
which you can even do if
you're doing virtual learning.

980
00:46:29,490 --> 00:46:30,810
There's ways to do it.

981
00:46:30,810 --> 00:46:32,120
For this particular teacher,

982
00:46:32,120 --> 00:46:34,660
she had choices, you can see on the wall,

983
00:46:34,660 --> 00:46:36,240
that kids could pick.

984
00:46:36,240 --> 00:46:37,460
This was pre-COVID

985
00:46:37,460 --> 00:46:40,150
because some of them
were like getting a hug.

986
00:46:40,150 --> 00:46:41,130
There is a teacher,

987
00:46:41,130 --> 00:46:43,170
I think he's in a school in Chicago

988
00:46:43,170 --> 00:46:47,290
that he's memorized every
student's personal handshake.

989
00:46:47,290 --> 00:46:50,750
So just ways of engaging
kids regardless of their age,

990
00:46:50,750 --> 00:46:52,470
regardless of their grade,

991
00:46:52,470 --> 00:46:54,900
even high school kids, of
being there, being present,

992
00:46:54,900 --> 00:46:57,883
acknowledging them and welcome
them into the classroom.

993
00:46:59,120 --> 00:47:02,680
So you can tie that into your
school-wide expectations.

994
00:47:02,680 --> 00:47:06,450
So, Amy, the second polling question,

995
00:47:06,450 --> 00:47:08,313
I'm gonna stop sharing for a second.

996
00:47:11,890 --> 00:47:14,040
So if people could just answer

997
00:47:14,040 --> 00:47:16,450
the polling question about
the level of implementation

998
00:47:16,450 --> 00:47:19,000
of PBIS you're currently
doing, if you're doing it.

999
00:47:26,080 --> 00:47:27,290
- And that fourth one,

1000
00:47:27,290 --> 00:47:29,283
it should say universal,
targeted and intensive.

1001
00:47:29,283 --> 00:47:32,360
I think it's not showing up
all the way on your screen.

1002
00:47:32,360 --> 00:47:34,363
- Okay. Thanks, Amy.

1003
00:47:45,550 --> 00:47:48,930
It's so exciting to watch the polls kit.

1004
00:47:48,930 --> 00:47:50,593
Like we got 20 people.

1005
00:47:53,130 --> 00:47:54,803
Great. Give it another second.

1006
00:48:00,900 --> 00:48:01,970
Okay.

1007
00:48:01,970 --> 00:48:06,970
So it looks like everybody
is implementing at some level

1008
00:48:08,150 --> 00:48:10,470
and it looks like one
person isn't quite sure.

1009
00:48:10,470 --> 00:48:13,663
So it's just helpful as I
go along with these slides.

1010
00:48:16,684 --> 00:48:17,517
So we're gonna go for,

1011
00:48:17,517 --> 00:48:18,500
we're gonna do a few more slides

1012
00:48:18,500 --> 00:48:21,480
and then we're gonna take a screen break

1013
00:48:21,480 --> 00:48:23,642
so people can hang in a little bit longer,

1014
00:48:23,642 --> 00:48:25,640
(clears throat) then we can,

1015
00:48:25,640 --> 00:48:30,053
you can practice what I preach
about wellness and self-care.

1016
00:48:34,030 --> 00:48:38,060
Okay. So just a little a
bit about Vermont MTSS.

1017
00:48:38,060 --> 00:48:40,140
I'm sure all of you have a copy

1018
00:48:40,140 --> 00:48:43,210
of the MTSS Field Guide at your bedside

1019
00:48:43,210 --> 00:48:45,400
that you refer to regularly,

1020
00:48:45,400 --> 00:48:46,900
but for those of you who don't,

1021
00:48:46,900 --> 00:48:50,210
here are the elements of MTSS,

1022
00:48:50,210 --> 00:48:52,870
high quality instruction and intervention,

1023
00:48:52,870 --> 00:48:55,220
comprehensive assessment, expertise,

1024
00:48:55,220 --> 00:48:57,280
effective collaboration,

1025
00:48:57,280 --> 00:48:59,090
all in an effort to have a systemic

1026
00:48:59,090 --> 00:49:00,810
and comprehensive approach

1027
00:49:00,810 --> 00:49:03,853
to support students in being successful.

1028
00:49:07,150 --> 00:49:08,070
And what does that mean?

1029
00:49:08,070 --> 00:49:09,630
That's a short way of saying

1030
00:49:09,630 --> 00:49:11,370
that we wanna meet
students where they're at

1031
00:49:11,370 --> 00:49:14,050
and help them get where they need to go.

1032
00:49:14,050 --> 00:49:16,790
One of the things that
the MTSS Field Guide

1033
00:49:16,790 --> 00:49:17,900
and other literature

1034
00:49:17,900 --> 00:49:21,410
that talks about developmental
trauma emphasizes,

1035
00:49:21,410 --> 00:49:23,283
is the importance of resilience.

1036
00:49:24,770 --> 00:49:26,980
So the source of this quote is from CLEAR,

1037
00:49:26,980 --> 00:49:28,630
which is the Collaborative Learning

1038
00:49:28,630 --> 00:49:30,490
for Educational
Achievement and Resilience.

1039
00:49:30,490 --> 00:49:33,380
It's a white paper on
trauma. It's excellent.

1040
00:49:33,380 --> 00:49:34,750
Again, it's not in the materials,

1041
00:49:34,750 --> 00:49:35,640
but if you're interested,

1042
00:49:35,640 --> 00:49:39,300
you could just quickly Google
"CLEAR Christopher Blodgett,"

1043
00:49:39,300 --> 00:49:40,750
and you would get that paper.

1044
00:49:42,890 --> 00:49:46,710
So resilience is about growing.

1045
00:49:46,710 --> 00:49:48,960
It's about working through adversity.

1046
00:49:48,960 --> 00:49:50,990
And we all have to have some adversity

1047
00:49:50,990 --> 00:49:54,033
to build our resilience, to
strengthen our resilience.

1048
00:49:55,370 --> 00:49:57,950
It's concerned with changing the condition

1049
00:49:57,950 --> 00:50:00,810
of one or more of our systems

1050
00:50:00,810 --> 00:50:03,420
when they're exposed to an
atypical amount of stress.

1051
00:50:03,420 --> 00:50:05,680
And certainly all of our
systems have been stressed

1052
00:50:05,680 --> 00:50:07,073
as result of COVID.

1053
00:50:08,800 --> 00:50:10,840
So this is a really trauma-informed way

1054
00:50:10,840 --> 00:50:13,413
of being and practicing.

1055
00:50:16,410 --> 00:50:18,690
We wanna, as we go through the slides

1056
00:50:18,690 --> 00:50:20,410
about the domains of impairment,

1057
00:50:20,410 --> 00:50:23,800
keep this in the
forefront of your thinking

1058
00:50:23,800 --> 00:50:25,920
about how we build resilience.

1059
00:50:25,920 --> 00:50:28,350
And just a reminder,

1060
00:50:28,350 --> 00:50:32,050
PBIS is a trauma-responsive framework

1061
00:50:32,050 --> 00:50:34,110
that promotes resilience,

1062
00:50:34,110 --> 00:50:37,663
because it describes everything
that is in this banner.

1063
00:50:38,780 --> 00:50:40,717
So for those of you who are doing PBIS

1064
00:50:40,717 --> 00:50:42,010
and you're doing it well,

1065
00:50:42,010 --> 00:50:44,710
and you're practicing
implementing with fidelity,

1066
00:50:44,710 --> 00:50:47,823
you are at all three levels
promoting resilience.

1067
00:50:49,050 --> 00:50:51,220
And just as important as
it is to build resilience

1068
00:50:51,220 --> 00:50:53,540
in ourselves individuals and our kids,

1069
00:50:53,540 --> 00:50:56,050
we have to have resilient communities.

1070
00:50:56,050 --> 00:51:00,290
So again, looking at the four premises

1071
00:51:00,290 --> 00:51:02,850
of trauma-informed schools,
how do we regulate stress?

1072
00:51:02,850 --> 00:51:05,390
How do we manage stress?

1073
00:51:05,390 --> 00:51:07,550
How do we make sure that we're looking

1074
00:51:07,550 --> 00:51:09,430
at the reciprocity of stress

1075
00:51:09,430 --> 00:51:10,830
and using that as a tool

1076
00:51:10,830 --> 00:51:13,513
to develop interventions
to mitigate stress?

1077
00:51:16,220 --> 00:51:19,480
And then we wanna think about
the elements of resilience,

1078
00:51:19,480 --> 00:51:20,850
as we're thinking about stress,

1079
00:51:20,850 --> 00:51:23,920
which is self-awareness
and problem solving,

1080
00:51:23,920 --> 00:51:27,550
growth mindset, it's a big
part of what schools are doing,

1081
00:51:27,550 --> 00:51:30,023
optimism, self-determination,

1082
00:51:31,080 --> 00:51:36,080
adaptability, empathy,
collaboration, caring relationships,

1083
00:51:36,230 --> 00:51:38,750
all key elements of what schools do,

1084
00:51:38,750 --> 00:51:41,600
all inculcated into the PBIS practices

1085
00:51:41,600 --> 00:51:44,780
and all trauma-informed practices as well.

1086
00:51:44,780 --> 00:51:48,500
And finally resilience
isn't about invulnerability,

1087
00:51:48,500 --> 00:51:50,230
but it's about growth and success.

1088
00:51:50,230 --> 00:51:52,950
As I said, in the face of adversity,

1089
00:51:52,950 --> 00:51:54,723
in the face of vulnerability.

1090
00:51:57,360 --> 00:52:00,230
And it's about our
interaction with ourselves,

1091
00:52:00,230 --> 00:52:02,573
our kids, our colleagues,
and our environment.

1092
00:52:04,140 --> 00:52:05,019
In this-

1093
00:52:05,019 --> 00:52:08,870
- Amy Gail had just asked what
the name of the paper was.

1094
00:52:08,870 --> 00:52:10,193
I think I found it.

1095
00:52:11,230 --> 00:52:13,990
Was it from Washington State University,

1096
00:52:13,990 --> 00:52:15,310
Christopher Blodgett?

1097
00:52:15,310 --> 00:52:16,720
- Yes. CLEAR?

1098
00:52:16,720 --> 00:52:17,553
- Yeah.

1099
00:52:19,350 --> 00:52:20,494
- [Kym] Thanks, Amy.
- So I put the link

1100
00:52:20,494 --> 00:52:22,091
into the chat box.

1101
00:52:22,091 --> 00:52:22,924
- Thanks.

1102
00:52:22,924 --> 00:52:24,300
So it's, again, it's
Collaborative Learning

1103
00:52:24,300 --> 00:52:27,453
for Educational
Achievement and Resilience.

1104
00:52:28,450 --> 00:52:29,610
It's one of the best,

1105
00:52:29,610 --> 00:52:32,982
I think, documents that
I've read in a while

1106
00:52:32,982 --> 00:52:36,340
on developmental trauma.

1107
00:52:36,340 --> 00:52:38,220
It's really, really very comprehensive

1108
00:52:38,220 --> 00:52:40,200
and thought provoking.

1109
00:52:40,200 --> 00:52:41,500
So here's an example

1110
00:52:41,500 --> 00:52:45,370
of a trauma-informed MTSS core features.

1111
00:52:45,370 --> 00:52:47,050
And again, we're looking at teams,

1112
00:52:47,050 --> 00:52:48,763
we're looking at the use of data.

1113
00:52:49,910 --> 00:52:53,830
We wanna make sure that we're
universally intervening,

1114
00:52:53,830 --> 00:52:56,080
so we're using a universal screener.

1115
00:52:56,080 --> 00:52:57,680
So we understand what the needs

1116
00:52:57,680 --> 00:52:58,940
in our building community are.

1117
00:52:58,940 --> 00:53:01,680
And we can build in interventions

1118
00:53:01,680 --> 00:53:04,363
to address what we
discover from screeners.

1119
00:53:05,400 --> 00:53:07,740
We wanna engage in a formal process

1120
00:53:09,960 --> 00:53:13,660
for selecting our interventions,

1121
00:53:13,660 --> 00:53:15,830
not just, well, let's
try this, let's try that.

1122
00:53:15,830 --> 00:53:20,830
Using a data to identify
what the needs are.

1123
00:53:21,010 --> 00:53:23,600
And then there's a tool
called the Hexagon Tool,

1124
00:53:23,600 --> 00:53:25,500
which can help you go through a process

1125
00:53:25,500 --> 00:53:29,500
of determining what your
evidence-based practices will be

1126
00:53:29,500 --> 00:53:33,380
and ensuring that everyone
in your building understands

1127
00:53:33,380 --> 00:53:36,050
and has training on those
evidence-based practices.

1128
00:53:36,050 --> 00:53:38,040
We wanna take a look at fidelity.

1129
00:53:38,040 --> 00:53:39,260
Access is not enough.

1130
00:53:39,260 --> 00:53:41,990
We have to ensure that
we have positive outcomes

1131
00:53:41,990 --> 00:53:44,690
and that we're constantly looking at

1132
00:53:44,690 --> 00:53:46,340
the success of our interventions,

1133
00:53:46,340 --> 00:53:48,290
a repertoire of interventions

1134
00:53:48,290 --> 00:53:50,600
to determine whether or not
they're effective or not.

1135
00:53:50,600 --> 00:53:51,690
And if they're not,

1136
00:53:51,690 --> 00:53:54,150
we're revisiting what
more we might need to add

1137
00:53:54,150 --> 00:53:59,100
to our repertoire of
curriculums and practices.

1138
00:53:59,100 --> 00:54:01,310
And I talked about
professional development

1139
00:54:01,310 --> 00:54:04,700
and we know that professional
development with coaching

1140
00:54:04,700 --> 00:54:07,340
has a far higher level of success

1141
00:54:07,340 --> 00:54:10,790
in sustaining the learning
and implementing the practices

1142
00:54:10,790 --> 00:54:13,160
than just PD on its own.

1143
00:54:13,160 --> 00:54:16,390
And there's an article in the handouts

1144
00:54:16,390 --> 00:54:18,347
called "Integrating a
Trauma-Informed Approach

1145
00:54:18,347 --> 00:54:20,150
"Within a PBIS Framework."

1146
00:54:20,150 --> 00:54:23,290
This is where I pulled
this from, this chart,

1147
00:54:23,290 --> 00:54:24,660
but it's an excellent,

1148
00:54:24,660 --> 00:54:26,260
also another excellent article

1149
00:54:27,130 --> 00:54:29,510
that I would encourage you to read.

1150
00:54:29,510 --> 00:54:32,977
- And Kym, there's a question.

1151
00:54:32,977 --> 00:54:36,520
The slide with the SEL
upstream intervention ideas,

1152
00:54:36,520 --> 00:54:39,850
was that, did you add that
after you sent us the PowerPoint

1153
00:54:41,110 --> 00:54:45,633
or is it in the PowerPoint
that we have on our website?

1154
00:54:47,580 --> 00:54:52,010
- I'm 99% sure it's in the
PowerPoint that's on the website.

1155
00:54:52,010 --> 00:54:54,117
- Okay. I'll double check
while you keep going.

1156
00:54:54,117 --> 00:54:55,070
- All right. Thank you.

1157
00:54:55,070 --> 00:54:58,340
And if it's not, I have
been known to tweak,

1158
00:54:58,340 --> 00:54:59,990
but I really haven't tweaked that much

1159
00:54:59,990 --> 00:55:00,980
since I sent it to you.

1160
00:55:00,980 --> 00:55:02,200
Just more in my notes.

1161
00:55:02,200 --> 00:55:03,740
Oops. I'm in the wrong place.

1162
00:55:03,740 --> 00:55:04,590
Sorry about that.

1163
00:55:07,930 --> 00:55:08,763
Okay.

1164
00:55:12,340 --> 00:55:14,470
So why do we use a PBIS framework

1165
00:55:14,470 --> 00:55:16,363
for trauma-sensitive schools?

1166
00:55:21,770 --> 00:55:24,150
Because a PBIS framework is predictable,

1167
00:55:24,150 --> 00:55:27,650
a hallmark of trauma-informed practice.

1168
00:55:27,650 --> 00:55:29,010
It's consistent,

1169
00:55:29,010 --> 00:55:31,890
it's consistent for adults
and it's consistent for kids

1170
00:55:31,890 --> 00:55:33,853
'cause it gives us a common language.

1171
00:55:35,220 --> 00:55:36,400
It's positive.

1172
00:55:36,400 --> 00:55:39,000
It focuses on really
noticing the strengths

1173
00:55:39,000 --> 00:55:40,770
and it promotes attunement.

1174
00:55:40,770 --> 00:55:42,240
You can't notice kids doing well

1175
00:55:42,240 --> 00:55:44,260
if you're not attuned to them,

1176
00:55:44,260 --> 00:55:47,470
and attunement is a really
critical element of attachment,

1177
00:55:47,470 --> 00:55:49,010
which we're trying to strengthen for kids,

1178
00:55:49,010 --> 00:55:50,630
because they tend to have poor attachments

1179
00:55:50,630 --> 00:55:53,070
if they've experienced
developmental trauma.

1180
00:55:53,070 --> 00:55:55,070
And finally it creates a safe environment.

1181
00:55:55,070 --> 00:55:56,060
All of those elements,

1182
00:55:56,060 --> 00:56:00,440
predictable, consistency, and positive,

1183
00:56:00,440 --> 00:56:03,700
foster a sense of safety for children.

1184
00:56:03,700 --> 00:56:04,970
And there's another document,

1185
00:56:04,970 --> 00:56:06,950
sorry, I put a lot in our handouts today,

1186
00:56:06,950 --> 00:56:09,070
called "The Trauma-Informed
School Checklist,"

1187
00:56:09,070 --> 00:56:10,860
which is a really useful tool.

1188
00:56:10,860 --> 00:56:12,620
It's about, I think it's two pages.

1189
00:56:12,620 --> 00:56:13,700
So it just kind of takes a look at

1190
00:56:13,700 --> 00:56:16,440
some of the elements that
you have in your school,

1191
00:56:16,440 --> 00:56:17,890
and asks you questions about

1192
00:56:17,890 --> 00:56:20,693
is that in place or not in
place or partially in place.

1193
00:56:22,130 --> 00:56:24,070
And I have to always show a triangle.

1194
00:56:24,070 --> 00:56:28,630
So, MTS and PBIS is an organized
system of interventions,

1195
00:56:28,630 --> 00:56:32,173
both academic and social,
emotional behavioral needs.

1196
00:56:33,280 --> 00:56:34,830
And we talk about tiers of support.

1197
00:56:34,830 --> 00:56:37,623
We talk about universal,
targeted and intensive,

1198
00:56:39,060 --> 00:56:41,090
and that's kind of how we categorize

1199
00:56:41,090 --> 00:56:43,760
or compartmentalize our
intervention strategies,

1200
00:56:43,760 --> 00:56:46,750
but there's really no
specific number of tiers

1201
00:56:46,750 --> 00:56:51,070
required in a multiple
multi-tiered system of support.

1202
00:56:51,070 --> 00:56:52,720
We layer supports.

1203
00:56:52,720 --> 00:56:56,680
And I know this is probably obvious,

1204
00:56:56,680 --> 00:56:57,850
but I'm gonna say it anyway.

1205
00:56:57,850 --> 00:56:59,660
Kids who have intensive needs

1206
00:56:59,660 --> 00:57:03,130
continue to need to access
universal interventions.

1207
00:57:03,130 --> 00:57:04,710
Because they usually have intensive needs

1208
00:57:04,710 --> 00:57:06,680
around one particular area

1209
00:57:06,680 --> 00:57:09,180
and they can be successful in other areas.

1210
00:57:09,180 --> 00:57:12,840
So they may be accessing more
than one type of intervention

1211
00:57:12,840 --> 00:57:14,933
or additional support at a time.

1212
00:57:16,320 --> 00:57:19,090
The types of sports kids receive,

1213
00:57:19,090 --> 00:57:21,450
they don't supplant universal support.

1214
00:57:21,450 --> 00:57:23,990
So it's not, all right,
we've done the universal,

1215
00:57:23,990 --> 00:57:25,220
now we're gonna do the intensive

1216
00:57:25,220 --> 00:57:27,770
and we don't have to do
the universal anymore.

1217
00:57:27,770 --> 00:57:30,310
These supports provide
additional instruction

1218
00:57:30,310 --> 00:57:34,210
and we teach behavior,
social, emotional wellness,

1219
00:57:34,210 --> 00:57:38,090
as relentlessly as we teach academics.

1220
00:57:38,090 --> 00:57:40,710
And specific professionals
are not attached

1221
00:57:40,710 --> 00:57:43,750
to a specific tier, but relationships are.

1222
00:57:43,750 --> 00:57:46,354
So you don't have to be
a mental health expert

1223
00:57:46,354 --> 00:57:51,354
to practice an intervention

1224
00:57:52,130 --> 00:57:54,500
for a student who has intensive needs.

1225
00:57:54,500 --> 00:57:56,050
What you need is the relationship

1226
00:57:56,050 --> 00:57:59,220
and you need the training
in order to be successful.

1227
00:57:59,220 --> 00:58:03,560
So I would argue that
if it's the custodian

1228
00:58:03,560 --> 00:58:06,140
and the school has a great
relationship with the kid,

1229
00:58:06,140 --> 00:58:08,660
give that person, him
or her, some training

1230
00:58:08,660 --> 00:58:12,380
about some of the interventions
that you're utilizing

1231
00:58:12,380 --> 00:58:14,420
so that they can use the relationship

1232
00:58:14,420 --> 00:58:18,600
to really strengthen the
effect of those interventions.

1233
00:58:18,600 --> 00:58:22,830
So with that said, we're
gonna talk a little bit

1234
00:58:22,830 --> 00:58:24,590
about some of the fundamentals of trauma,

1235
00:58:24,590 --> 00:58:26,280
which will be repeat for a lot of you,

1236
00:58:26,280 --> 00:58:28,023
but before we do that,

1237
00:58:30,060 --> 00:58:33,350
I'll stop sharing and I'll
look at my time piece.

1238
00:58:33,350 --> 00:58:36,610
I have 9:59 on my computer.

1239
00:58:36,610 --> 00:58:37,540
So let's take,

1240
00:58:37,540 --> 00:58:40,080
everyone look at their
respective time pieces.

1241
00:58:40,080 --> 00:58:42,230
And if we can come back in five minutes

1242
00:58:42,230 --> 00:58:44,210
and we'll continue on our journey

1243
00:58:44,210 --> 00:58:46,723
of talking and learning together.

1244
00:58:48,330 --> 00:58:50,120
So as we're listening,

1245
00:58:50,120 --> 00:58:52,500
apparently the slide show I sent

1246
00:58:52,500 --> 00:58:54,270
does not have that SEL slide in it.

1247
00:58:54,270 --> 00:58:55,590
So I am in the process

1248
00:58:55,590 --> 00:58:57,310
of trying to send it to Amy right now.

1249
00:58:57,310 --> 00:59:00,763
So I'll make sure that that
updated slideshow gets to you.

1250
00:59:01,920 --> 00:59:03,320
So we're gonna spend a little bit time

1251
00:59:03,320 --> 00:59:06,980
on some of the core concepts of trauma.

1252
00:59:06,980 --> 00:59:09,610
So one of the objectives was,

1253
00:59:09,610 --> 00:59:12,580
what's the difference between
PTSD and developmental trauma?

1254
00:59:12,580 --> 00:59:17,110
So we know that trauma involves events,

1255
00:59:17,110 --> 00:59:19,500
experiences, and effects.

1256
00:59:19,500 --> 00:59:22,160
And so we can have a direct
experience to trauma,

1257
00:59:22,160 --> 00:59:25,430
secondary, for example,
witnessing community violence,

1258
00:59:25,430 --> 00:59:27,440
vicarious, which we talked about earlier

1259
00:59:27,440 --> 00:59:29,490
when we're really focusing on wellness,

1260
00:59:29,490 --> 00:59:34,463
hearing the stories of traumatic
experiences from children,

1261
00:59:35,420 --> 00:59:39,180
our colleagues, and we feel helpless

1262
00:59:39,180 --> 00:59:41,250
sometimes with this experience.

1263
00:59:41,250 --> 00:59:44,360
We have heightened reactions
to environmental stimuli

1264
00:59:44,360 --> 00:59:46,570
and it tends to overwhelm
our ability to cope.

1265
00:59:46,570 --> 00:59:48,510
It's not just an event itself.

1266
00:59:48,510 --> 00:59:51,780
It's what our response to the event is.

1267
00:59:51,780 --> 00:59:54,960
But when we think about
post-traumatic stress disorder

1268
00:59:54,960 --> 00:59:57,060
and how we've typically understood trauma

1269
00:59:57,060 --> 00:59:58,513
for a very long time,

1270
00:59:59,890 --> 01:00:01,590
typically it's a short lived experience

1271
01:00:01,590 --> 01:00:05,170
or it happens when a
brain is fully developed

1272
01:00:05,170 --> 01:00:06,370
or almost fully developed

1273
01:00:06,370 --> 01:00:10,230
and interventions are more
efficient and effective

1274
01:00:10,230 --> 01:00:12,583
typically if they're
done well and done right.

1275
01:00:14,140 --> 01:00:16,860
So when we think about
developmental trauma,

1276
01:00:16,860 --> 01:00:19,080
again, for those of you
who've had a lot of training,

1277
01:00:19,080 --> 01:00:21,520
this is gonna be some repetition,

1278
01:00:21,520 --> 01:00:25,160
we know that when a child is exposed

1279
01:00:25,160 --> 01:00:29,710
to chronic unrelenting abuse
and neglect very early on

1280
01:00:29,710 --> 01:00:34,010
when their brain is in the
robust stages of development

1281
01:00:34,010 --> 01:00:37,283
from in utero to like age four or five,

1282
01:00:39,040 --> 01:00:41,930
and it's perpetrated in
the caregiving system,

1283
01:00:41,930 --> 01:00:44,740
there can be a cascade
of developmental injuries

1284
01:00:44,740 --> 01:00:46,850
across seven domains.

1285
01:00:46,850 --> 01:00:50,473
And those domains were
identified by Dr. Bruce Perry.

1286
01:00:52,160 --> 01:00:56,610
We know that there can
be abnormal organization

1287
01:00:56,610 --> 01:01:00,540
of our neural pathways as a
result of unrelenting trauma,

1288
01:01:00,540 --> 01:01:03,680
that there's a cascade of
neurobiological problems.

1289
01:01:03,680 --> 01:01:04,690
And the thing that's
important to remember,

1290
01:01:04,690 --> 01:01:07,433
it's neurobiological
not just neurological.

1291
01:01:09,470 --> 01:01:11,170
Kids who have experienced
developmental trauma

1292
01:01:11,170 --> 01:01:12,980
when the injuries have been perpetrated

1293
01:01:12,980 --> 01:01:15,240
in their caregiving system,

1294
01:01:15,240 --> 01:01:16,490
are relationally reactive

1295
01:01:17,400 --> 01:01:19,040
or have a hostile attribution bias.

1296
01:01:19,040 --> 01:01:22,090
So their template for
adults is that we're unsafe.

1297
01:01:22,090 --> 01:01:24,180
And so that's their
default response to us.

1298
01:01:24,180 --> 01:01:26,410
They're always monitoring
their environment.

1299
01:01:26,410 --> 01:01:29,370
They're hypervigilant
about their environment

1300
01:01:29,370 --> 01:01:30,960
and looking for signs of danger

1301
01:01:30,960 --> 01:01:32,783
so they can protect themselves.

1302
01:01:33,790 --> 01:01:38,080
We also know that kids have
100 billion neurons at birth.

1303
01:01:38,080 --> 01:01:40,540
And so the potential for
neuronal development,

1304
01:01:40,540 --> 01:01:43,380
healthy neuronal
development is significant.

1305
01:01:43,380 --> 01:01:46,330
However, in order for
healthy neuronal development

1306
01:01:46,330 --> 01:01:48,930
to happen, you need specific
patterns of activity

1307
01:01:48,930 --> 01:01:51,140
at specific windows of development

1308
01:01:51,140 --> 01:01:54,160
in order for those neurons to connect.

1309
01:01:54,160 --> 01:01:55,640
When you have a kid who's exposed

1310
01:01:55,640 --> 01:02:00,040
to unrelenting abuse and neglect,

1311
01:02:00,040 --> 01:02:01,900
those windows are often missed.

1312
01:02:01,900 --> 01:02:04,010
So it could be things
like language acquisition,

1313
01:02:04,010 --> 01:02:06,990
or it could be things like
attachment and relationship.

1314
01:02:06,990 --> 01:02:08,620
And when those windows close,

1315
01:02:08,620 --> 01:02:10,240
where you can develop relationships,

1316
01:02:10,240 --> 01:02:11,990
where you can learn language

1317
01:02:11,990 --> 01:02:14,170
as examples of windows of learning,

1318
01:02:14,170 --> 01:02:17,340
or windows of neuronal connection,

1319
01:02:17,340 --> 01:02:19,080
it becomes that much more difficult

1320
01:02:19,080 --> 01:02:20,230
because the window is closed.

1321
01:02:20,230 --> 01:02:23,450
So we have to develop
alternate neural pathways.

1322
01:02:23,450 --> 01:02:26,870
We have to rewire the brain, if you will,

1323
01:02:26,870 --> 01:02:29,680
through multiple, multiple,
multiple repetitions,

1324
01:02:29,680 --> 01:02:32,500
which was why working with
kids with developmental trauma

1325
01:02:32,500 --> 01:02:37,500
can be so incredibly
exhausting and depleting

1326
01:02:37,940 --> 01:02:40,430
because of the amount
of repetition it takes

1327
01:02:40,430 --> 01:02:42,150
to help re-circuit the brain.

1328
01:02:42,150 --> 01:02:43,310
There's a really interesting book

1329
01:02:43,310 --> 01:02:45,290
called "The Brain That Changed Itself"

1330
01:02:45,290 --> 01:02:49,460
by Norman Doidge, it's D-O-I-D-G-E,

1331
01:02:49,460 --> 01:02:51,080
that has a lot of examples

1332
01:02:51,080 --> 01:02:54,630
of people who have suffered
significant trauma to the brain

1333
01:02:54,630 --> 01:02:57,130
and how they were able to re-circuit

1334
01:02:57,130 --> 01:03:00,923
through, again, multiple
repetitive interactions.

1335
01:03:01,800 --> 01:03:03,390
And it's also really important to remember

1336
01:03:03,390 --> 01:03:05,967
that we started this training, I said,

1337
01:03:05,967 --> 01:03:09,140
"Notice where you are
in your body right now."

1338
01:03:09,140 --> 01:03:12,030
If things come up that
are disconcerting to you

1339
01:03:12,030 --> 01:03:14,230
or are troubling to you,

1340
01:03:14,230 --> 01:03:16,430
just notice where that lives in your body.

1341
01:03:16,430 --> 01:03:18,250
So Bessel van der Kolk wrote a book

1342
01:03:18,250 --> 01:03:19,690
called "The Body Keeps the Score,"

1343
01:03:19,690 --> 01:03:21,987
another really excellent
book if you haven't read it.

1344
01:03:21,987 --> 01:03:24,340
And he talks about how we
convert our experiences

1345
01:03:24,340 --> 01:03:27,300
to our neuroanatomy, it's
not our memories per se.

1346
01:03:27,300 --> 01:03:28,933
It's what lives in our body.

1347
01:03:30,000 --> 01:03:31,780
I showed you the ACE's pyramid.

1348
01:03:31,780 --> 01:03:36,780
It has an impact on
our auto-immune system.

1349
01:03:37,610 --> 01:03:40,703
It has an impact on our
cardiovascular system.

1350
01:03:41,670 --> 01:03:45,330
And it has an impact on the
neurochemicals that we produce.

1351
01:03:45,330 --> 01:03:46,940
And we can have an overabundance

1352
01:03:46,940 --> 01:03:48,530
of like cortisol and adrenaline

1353
01:03:48,530 --> 01:03:50,460
as a result of too much trauma.

1354
01:03:50,460 --> 01:03:51,340
And particularly kids

1355
01:03:51,340 --> 01:03:52,760
who've experienced developmental trauma

1356
01:03:52,760 --> 01:03:56,280
tend to have a really high
level of cortisol very early on,

1357
01:03:56,280 --> 01:03:58,160
which is toxic to brain development,

1358
01:03:58,160 --> 01:04:00,780
particularly toxic to the hippocampus,

1359
01:04:00,780 --> 01:04:03,680
which is responsible for
helping integrate information

1360
01:04:03,680 --> 01:04:05,130
that comes from the limbic region

1361
01:04:05,130 --> 01:04:09,270
into our thinking part
of our brain, our cortex.

1362
01:04:09,270 --> 01:04:12,530
So our body keeps the score.

1363
01:04:12,530 --> 01:04:15,260
And if we can't organize our body,

1364
01:04:15,260 --> 01:04:17,020
we can't organize our thoughts.

1365
01:04:17,020 --> 01:04:19,170
We can't organize our behaviors.

1366
01:04:19,170 --> 01:04:21,010
Because if you're spending a lot of time

1367
01:04:21,010 --> 01:04:22,930
trying to figure out where
your body is in space

1368
01:04:22,930 --> 01:04:24,720
and what your body is telling you,

1369
01:04:24,720 --> 01:04:26,770
it's hard to be present in your cortex.

1370
01:04:26,770 --> 01:04:30,820
It's hard to be activating the
thinking part of your brain.

1371
01:04:30,820 --> 01:04:33,280
There's a part of our brain
called the posterior cingulate,

1372
01:04:33,280 --> 01:04:35,710
it's kind of, it's like our GPS,

1373
01:04:35,710 --> 01:04:37,300
in kids have experienced
developmental trauma,

1374
01:04:37,300 --> 01:04:39,210
that tends to be compromised.

1375
01:04:39,210 --> 01:04:42,410
So a lot of the kids who've
experienced developmental trauma

1376
01:04:42,410 --> 01:04:44,550
need a lot of body-based intervention,

1377
01:04:44,550 --> 01:04:46,260
a lot of proprioceptive feedback,

1378
01:04:46,260 --> 01:04:48,920
so they can orient their body to space

1379
01:04:48,920 --> 01:04:52,040
so that they can focus on the
thinking that they need to do

1380
01:04:52,040 --> 01:04:54,693
to access their education.

1381
01:04:56,080 --> 01:04:57,290
We know we've learned over the years

1382
01:04:57,290 --> 01:04:59,960
that talking is not very
effective with these kids.

1383
01:04:59,960 --> 01:05:03,650
It's not a durable
intervention in it of itself.

1384
01:05:03,650 --> 01:05:06,010
Doesn't mean we stop talking completely.

1385
01:05:06,010 --> 01:05:09,660
That when we blend talking
with body-based interventions,

1386
01:05:09,660 --> 01:05:13,120
the generalized ability of those skills

1387
01:05:13,120 --> 01:05:15,730
and the effectiveness of the intervention

1388
01:05:15,730 --> 01:05:18,653
is increased multiple times.

1389
01:05:20,260 --> 01:05:25,040
So we talk about the cascade
of neurobiological problems,

1390
01:05:25,040 --> 01:05:28,060
these are the seven domains
of functioning or impairment.

1391
01:05:28,060 --> 01:05:30,920
I'm gonna talk about five
of these domains today.

1392
01:05:30,920 --> 01:05:33,270
So we're gonna talk about physiology,

1393
01:05:33,270 --> 01:05:34,820
our attachment in relationships,

1394
01:05:34,820 --> 01:05:37,020
emotional regulation,
cognition and learning,

1395
01:05:37,020 --> 01:05:38,723
and behavioral control.

1396
01:05:41,020 --> 01:05:43,593
But before we talk about interventions,

1397
01:05:45,270 --> 01:05:48,790
I wanna emphasize the importance
of data-informed decisions

1398
01:05:48,790 --> 01:05:50,490
for effective interventions.

1399
01:05:50,490 --> 01:05:53,130
I referenced the Hexagon Tool.

1400
01:05:53,130 --> 01:05:55,820
I referenced some other
tools that you can use.

1401
01:05:55,820 --> 01:06:00,200
Make sure that when you're going to

1402
01:06:00,200 --> 01:06:03,180
introduce an intervention to
a kid who has intensive needs

1403
01:06:03,180 --> 01:06:07,260
or introduce a universal
intervention to the whole school,

1404
01:06:07,260 --> 01:06:08,660
that you have data

1405
01:06:08,660 --> 01:06:13,340
that supports the implementation
of the intervention.

1406
01:06:13,340 --> 01:06:15,710
So whether it's gonna
be a social skills group

1407
01:06:15,710 --> 01:06:19,250
or a group for reducing anxiety,

1408
01:06:19,250 --> 01:06:24,250
or life skills curriculum, whatever it is,

1409
01:06:24,300 --> 01:06:26,690
make sure you have the
data to support that.

1410
01:06:26,690 --> 01:06:29,460
And you use a systematic process

1411
01:06:29,460 --> 01:06:33,490
for choosing the intervention
strategy or the curriculum.

1412
01:06:33,490 --> 01:06:36,360
There's a fidelity measure
considerations document

1413
01:06:36,360 --> 01:06:39,850
in the document link
that Amy shared with you.

1414
01:06:39,850 --> 01:06:41,590
And just to repeat,

1415
01:06:41,590 --> 01:06:44,420
one of the core features of MTSS

1416
01:06:44,420 --> 01:06:46,350
is comprehensive assessment.

1417
01:06:46,350 --> 01:06:49,963
You can't do a comprehensive
assessment without good data.

1418
01:06:52,500 --> 01:06:54,820
So let's talk a little
bit about the physiology:

1419
01:06:54,820 --> 01:06:56,170
body and the brain.

1420
01:06:56,170 --> 01:06:58,220
So some of the challenges
that we experience,

1421
01:06:58,220 --> 01:07:00,210
this is a non-exhaustive list,

1422
01:07:00,210 --> 01:07:03,720
is that a kid can be, they're
hyper or hypo sensitive,

1423
01:07:03,720 --> 01:07:05,960
that they have a lot of
regressions and delays.

1424
01:07:05,960 --> 01:07:09,150
We talk a lot about age versus stage.

1425
01:07:09,150 --> 01:07:11,930
So chronologically, they may be one place,

1426
01:07:11,930 --> 01:07:15,030
but developmentally they could
be in a very different place.

1427
01:07:15,030 --> 01:07:18,100
And that could be modulated

1428
01:07:18,100 --> 01:07:20,990
by the level of stress
that they're experiencing.

1429
01:07:20,990 --> 01:07:22,490
So I showed that one slide,

1430
01:07:22,490 --> 01:07:25,890
as our stress increases,
our performance decreases.

1431
01:07:25,890 --> 01:07:29,210
And so does our intellectual functioning

1432
01:07:29,210 --> 01:07:32,210
and sometimes our response
to our environment

1433
01:07:32,210 --> 01:07:35,390
can become chronologically
or developmentally lower

1434
01:07:35,390 --> 01:07:37,900
than our chronological
age, myself included.

1435
01:07:37,900 --> 01:07:42,180
I have been known to get
a little pissy sometimes

1436
01:07:42,180 --> 01:07:43,940
when I'm really stressed out.

1437
01:07:43,940 --> 01:07:44,920
So I'm gonna talk about the form

1438
01:07:44,920 --> 01:07:47,670
and function of the
brain very quickly here.

1439
01:07:47,670 --> 01:07:48,870
Sorry about that.

1440
01:07:48,870 --> 01:07:50,670
So we have a triune brain.

1441
01:07:50,670 --> 01:07:53,430
We have three core elements of our brain

1442
01:07:53,430 --> 01:07:55,120
and they are integrated.

1443
01:07:55,120 --> 01:07:58,200
When our brains are working well,

1444
01:07:58,200 --> 01:07:59,970
we have these three operating systems

1445
01:07:59,970 --> 01:08:02,840
that are well-integrated and
they talk to one another.

1446
01:08:02,840 --> 01:08:04,940
So our survival part of the brain

1447
01:08:04,940 --> 01:08:06,750
may override our thinking
part of the brain.

1448
01:08:06,750 --> 01:08:09,750
If we're in real danger,
we want that to happen.

1449
01:08:09,750 --> 01:08:11,370
Our logic and reason part of the brain

1450
01:08:11,370 --> 01:08:13,410
may override our emotional brain

1451
01:08:13,410 --> 01:08:15,790
when we've had enough experiences

1452
01:08:15,790 --> 01:08:17,320
that we've been able to incorporate

1453
01:08:17,320 --> 01:08:19,350
into our cognitive repertoire.

1454
01:08:19,350 --> 01:08:22,797
So the logic part of our brain
may tell our emotional brain,

1455
01:08:22,797 --> 01:08:24,697
"You know what? I got this. It's okay.

1456
01:08:24,697 --> 01:08:27,197
"You're upset, but we've
had this experience before.

1457
01:08:27,197 --> 01:08:29,190
"We can think our way through it."

1458
01:08:29,190 --> 01:08:31,460
So stress is the primary mediator

1459
01:08:31,460 --> 01:08:34,950
of how well these three
operating systems interact.

1460
01:08:34,950 --> 01:08:38,093
So a healthy brain, again, is integrated.

1461
01:08:40,570 --> 01:08:42,450
So we know, however,

1462
01:08:42,450 --> 01:08:46,810
that the more a neurobiological
system is activated,

1463
01:08:46,810 --> 01:08:47,880
the more the states

1464
01:08:47,880 --> 01:08:50,010
and the functions
associated with those states

1465
01:08:50,010 --> 01:08:51,870
become built in.

1466
01:08:51,870 --> 01:08:56,460
So positive examples of that
are like memorizing a poem

1467
01:08:56,460 --> 01:08:57,410
or riding a bicycle.

1468
01:08:57,410 --> 01:08:58,330
The more you do it,

1469
01:08:58,330 --> 01:09:01,520
the more those functions
associated with that state

1470
01:09:01,520 --> 01:09:02,970
become built in.

1471
01:09:02,970 --> 01:09:05,083
In the case of developmental trauma,

1472
01:09:06,920 --> 01:09:09,020
when we are constantly activating

1473
01:09:09,020 --> 01:09:12,080
the emotional and survival
part of our brain,

1474
01:09:12,080 --> 01:09:13,780
those states become built in.

1475
01:09:13,780 --> 01:09:16,660
And so the default view of the world

1476
01:09:16,660 --> 01:09:18,560
for kids who've experienced
developmental trauma,

1477
01:09:18,560 --> 01:09:20,910
as many of you know,
is that it's dangerous

1478
01:09:20,910 --> 01:09:25,370
and that they have to engage
in survival techniques

1479
01:09:25,370 --> 01:09:28,300
in order to mitigate the
stress of their environment.

1480
01:09:28,300 --> 01:09:31,240
And perception is more
important than reality.

1481
01:09:31,240 --> 01:09:33,920
So the most benign environmental stimuli,

1482
01:09:33,920 --> 01:09:38,400
a benign request, a change
of your proxemics with a kid,

1483
01:09:38,400 --> 01:09:42,670
can sometimes cause them to
go into that survival mode.

1484
01:09:42,670 --> 01:09:45,297
And then their brain becomes disintegrated

1485
01:09:48,360 --> 01:09:50,140
as opposed to integrated.

1486
01:09:50,140 --> 01:09:52,890
So we want our brain operating systems

1487
01:09:52,890 --> 01:09:54,050
to be talking to each other,

1488
01:09:54,050 --> 01:09:58,970
but trauma interferes with that process.

1489
01:09:58,970 --> 01:10:01,630
So we also like to think
of trauma as a virus,

1490
01:10:01,630 --> 01:10:03,263
it's just sort of a metaphor.

1491
01:10:05,020 --> 01:10:06,590
So there's a healthy brain,

1492
01:10:06,590 --> 01:10:10,733
and then we have a disintegrated brain.

1493
01:10:11,780 --> 01:10:15,620
So stress separates the
three operating systems,

1494
01:10:15,620 --> 01:10:17,410
and interrupts the fluid,

1495
01:10:17,410 --> 01:10:20,493
integrated functioning of the brain.

1496
01:10:21,460 --> 01:10:23,800
When we're stressed out,
when we're feeling danger,

1497
01:10:23,800 --> 01:10:26,420
thinking is a less
efficient way to regulate.

1498
01:10:26,420 --> 01:10:29,170
So that's when our lower
part of the brain kicks in

1499
01:10:29,170 --> 01:10:30,960
or our emotional center of the brain.

1500
01:10:30,960 --> 01:10:33,440
Again, for kids who have
experienced developmental trauma,

1501
01:10:33,440 --> 01:10:34,430
those lower regions,

1502
01:10:34,430 --> 01:10:36,750
that emotional regions
are always turned on.

1503
01:10:36,750 --> 01:10:39,070
It's so hard for them to turn that off

1504
01:10:39,070 --> 01:10:40,803
because of the chronic unrelenting stress

1505
01:10:40,803 --> 01:10:44,580
that they experienced when
their brain was developing.

1506
01:10:44,580 --> 01:10:46,920
So those neural pathways
that they developed

1507
01:10:46,920 --> 01:10:48,200
are one of danger.

1508
01:10:48,200 --> 01:10:50,580
Their amygdala is over-activated.

1509
01:10:50,580 --> 01:10:53,920
Their hippocampus
functioning is compromised.

1510
01:10:53,920 --> 01:10:55,100
So that whole series

1511
01:10:55,100 --> 01:10:58,470
of how we receive information
through our senses,

1512
01:10:58,470 --> 01:11:02,330
monitor the novelty or the intensity of it

1513
01:11:02,330 --> 01:11:03,393
through our amygdala,

1514
01:11:04,240 --> 01:11:07,012
our hippocampus categorizes
it and kind of maps it

1515
01:11:07,012 --> 01:11:10,890
and sends that to our cortex,

1516
01:11:10,890 --> 01:11:13,670
where we incorporate
that into our repertoire.

1517
01:11:13,670 --> 01:11:16,440
That process is highly disrupted for kids.

1518
01:11:16,440 --> 01:11:17,850
Things tend to get stuck

1519
01:11:17,850 --> 01:11:21,123
in that emotional survival
part of their brain.

1520
01:11:22,090 --> 01:11:25,113
So we think about trauma
as a virus and just,

1521
01:11:26,600 --> 01:11:28,940
you can go ahead and
unmute and just call out

1522
01:11:28,940 --> 01:11:33,460
when you think of your computer
and if it gets a virus,

1523
01:11:33,460 --> 01:11:35,330
what are some of the things you notice

1524
01:11:35,330 --> 01:11:37,350
about your computer when it has a virus?

1525
01:11:37,350 --> 01:11:38,340
So go ahead and just,

1526
01:11:38,340 --> 01:11:41,250
if you have an idea, unmute and say it.

1527
01:11:43,110 --> 01:11:44,320
- [Participant] It's slow.

1528
01:11:44,320 --> 01:11:45,903
- Slow. Yes. Thank you.

1529
01:11:48,520 --> 01:11:49,353
What else?

1530
01:11:52,260 --> 01:11:53,700
- I feel like there's a disconnect

1531
01:11:53,700 --> 01:11:55,720
or things don't work the way they should.

1532
01:11:55,720 --> 01:11:56,930
- Right. Things don't work.

1533
01:11:56,930 --> 01:11:58,870
You push the button

1534
01:11:58,870 --> 01:12:01,580
and you push the delete
button and nothing happens.

1535
01:12:01,580 --> 01:12:03,810
It's like when I just tried
to send the updated PowerPoint

1536
01:12:03,810 --> 01:12:05,150
and it didn't work.

1537
01:12:05,150 --> 01:12:08,100
What else happens when
your computer gets a virus?

1538
01:12:08,100 --> 01:12:10,940
- I was gonna say it does
like unexpected things.

1539
01:12:10,940 --> 01:12:13,107
- Yes, Lisa. Exactly.

1540
01:12:13,107 --> 01:12:14,312
Yeah. A good example.
- [Kim] You lose

1541
01:12:14,312 --> 01:12:16,770
any information that you needed.

1542
01:12:16,770 --> 01:12:19,540
- Kim, I love that. I should
be writing these down.

1543
01:12:19,540 --> 01:12:20,830
These are so good. Right.

1544
01:12:20,830 --> 01:12:23,260
So that's, Kim, that's a great example of,

1545
01:12:23,260 --> 01:12:24,093
you might be working with a kid

1546
01:12:24,093 --> 01:12:26,090
and they're there present with you

1547
01:12:26,090 --> 01:12:27,043
and you think they're getting it

1548
01:12:27,043 --> 01:12:28,470
and you think they're getting it,

1549
01:12:28,470 --> 01:12:29,900
and something stimulates them

1550
01:12:29,900 --> 01:12:31,620
in a way that makes them scared,

1551
01:12:31,620 --> 01:12:34,460
and everything you just
worked on goes away.

1552
01:12:34,460 --> 01:12:37,450
It's like when you try to save
a file and you'll lose it.

1553
01:12:37,450 --> 01:12:38,740
Great example.

1554
01:12:38,740 --> 01:12:39,573
Any other ideas?

1555
01:12:42,761 --> 01:12:45,178
(indistinct)

1556
01:12:49,120 --> 01:12:50,135
- [Man] Yeah.

1557
01:12:50,135 --> 01:12:51,590
- I don't know if someone just unmuted,

1558
01:12:51,590 --> 01:12:53,140
I couldn't hear what they said.

1559
01:12:54,672 --> 01:12:57,040
(indistinct)

1560
01:12:57,040 --> 01:12:59,030
Anyway, so those are great examples.

1561
01:12:59,030 --> 01:13:02,940
So our computers become
erratic. They become sluggish.

1562
01:13:02,940 --> 01:13:04,540
Sometimes they shut down.

1563
01:13:04,540 --> 01:13:07,573
That's a dissociative response
that our kids often have.

1564
01:13:08,819 --> 01:13:10,260
And that infected person,

1565
01:13:10,260 --> 01:13:12,100
the person who has trauma as a virus,

1566
01:13:12,100 --> 01:13:13,950
we're gonna continue with this metaphor,

1567
01:13:13,950 --> 01:13:18,510
can spread the virus to others.

1568
01:13:18,510 --> 01:13:20,900
So they may become aggressive.

1569
01:13:20,900 --> 01:13:25,900
They may become, they may shut
down and become dissociative.

1570
01:13:26,500 --> 01:13:28,600
They may engage in chronic behaviors

1571
01:13:28,600 --> 01:13:30,750
that are stressful to other people.

1572
01:13:30,750 --> 01:13:32,830
So when we think about trauma as a virus,

1573
01:13:32,830 --> 01:13:37,283
we know that the firewall
for trauma is relationship.

1574
01:13:38,590 --> 01:13:41,083
So this is just a summarization of this.

1575
01:13:43,600 --> 01:13:45,740
We need unique interventions

1576
01:13:45,740 --> 01:13:49,350
for kids who've experienced
trauma at the intensive level,

1577
01:13:49,350 --> 01:13:51,690
but also kids can benefit greatly

1578
01:13:51,690 --> 01:13:53,560
from universal interventions

1579
01:13:53,560 --> 01:13:58,560
that are consistently
practiced in your classrooms,

1580
01:13:59,160 --> 01:14:00,280
in the larger building,

1581
01:14:00,280 --> 01:14:03,113
as well as when you're doing
individual work with kids.

1582
01:14:05,580 --> 01:14:07,840
So when we think about
physiology and the brain,

1583
01:14:07,840 --> 01:14:09,010
and some of the strategies,

1584
01:14:09,010 --> 01:14:10,910
it's really important to think about

1585
01:14:11,780 --> 01:14:14,370
how you can implement
all of these universally

1586
01:14:14,370 --> 01:14:16,340
in addition to at the targeted level

1587
01:14:16,340 --> 01:14:17,960
and the intensive level.

1588
01:14:17,960 --> 01:14:20,630
But every single intervention
that I talk about today,

1589
01:14:20,630 --> 01:14:21,980
and some will be repeated

1590
01:14:21,980 --> 01:14:24,100
because they're not mutually exclusive

1591
01:14:24,100 --> 01:14:26,130
to the domains of impairment,

1592
01:14:26,130 --> 01:14:28,410
every single one that I talk about today

1593
01:14:28,410 --> 01:14:31,603
are not harmful to kids
in the general population.

1594
01:14:32,510 --> 01:14:35,880
So anything that you choose
to do in classroom-wide

1595
01:14:35,880 --> 01:14:39,000
or in the cafeteria-wide
or a school-wide or,

1596
01:14:39,000 --> 01:14:41,480
is gonna be helpful for everyone.

1597
01:14:41,480 --> 01:14:44,650
So some of the intervention
strategies we suggest

1598
01:14:44,650 --> 01:14:46,590
are listed here.

1599
01:14:46,590 --> 01:14:49,800
Routines are the pillar
to trauma recovery.

1600
01:14:49,800 --> 01:14:53,010
Regulate, relate, and
reason is sort of a sequence

1601
01:14:53,010 --> 01:14:56,710
of events that you can work on with kids

1602
01:14:56,710 --> 01:14:57,880
when they're dysregulated.

1603
01:14:57,880 --> 01:14:59,030
That the first thing you're gonna do

1604
01:14:59,030 --> 01:15:00,610
is stabilize their nervous system,

1605
01:15:00,610 --> 01:15:04,060
get them physiologically regulated

1606
01:15:04,940 --> 01:15:07,690
while using your relationship
and not go to reason,

1607
01:15:07,690 --> 01:15:09,930
not go to that cortical
functioning too quickly,

1608
01:15:09,930 --> 01:15:11,910
'cause if you go too fast to reason,

1609
01:15:11,910 --> 01:15:14,623
you will dysregulate them very quickly.

1610
01:15:17,920 --> 01:15:19,670
So the second domain of impairment

1611
01:15:19,670 --> 01:15:21,250
is attachment and relationships,

1612
01:15:21,250 --> 01:15:22,710
and here are some examples

1613
01:15:22,710 --> 01:15:24,930
of some of the developmental injuries

1614
01:15:24,930 --> 01:15:27,210
that can occur as a result of,

1615
01:15:27,210 --> 01:15:29,910
again, that chronic and
relentless abuse neglect

1616
01:15:29,910 --> 01:15:32,200
that happens when there's
a robust explosion

1617
01:15:32,200 --> 01:15:33,463
of brain development.

1618
01:15:34,970 --> 01:15:38,193
Again, it's a non-exhaustive list.

1619
01:15:39,230 --> 01:15:41,510
When I think about lack of
congruence, number four,

1620
01:15:41,510 --> 01:15:45,063
between the internal experience
and external world response,

1621
01:15:46,860 --> 01:15:48,630
that's, again, that's when perception

1622
01:15:48,630 --> 01:15:50,480
is more important than reality.

1623
01:15:50,480 --> 01:15:53,400
We can be incredibly
unintentionally invalidating

1624
01:15:53,400 --> 01:15:55,293
when we don't understand
that something very,

1625
01:15:55,293 --> 01:15:57,760
what we perceive to be very benign

1626
01:15:57,760 --> 01:16:00,200
has caused a child to
have a really big reaction

1627
01:16:00,200 --> 01:16:02,430
or a student to have
a really big reaction.

1628
01:16:02,430 --> 01:16:04,433
So we wanna be thinking about that.

1629
01:16:05,620 --> 01:16:07,070
We wanna be thinking about

1630
01:16:07,070 --> 01:16:10,610
not reenacting traumatic experiences.

1631
01:16:10,610 --> 01:16:13,573
Using our relationship
wisely and compassionately.

1632
01:16:15,782 --> 01:16:17,090
Not trying to fix the problem

1633
01:16:17,090 --> 01:16:18,670
before we know what the problem is,

1634
01:16:18,670 --> 01:16:21,150
as I said earlier when
we showed that slide

1635
01:16:21,150 --> 01:16:24,033
about really being curious
and wondering and listening.

1636
01:16:26,840 --> 01:16:29,890
And then what are some of the solutions

1637
01:16:29,890 --> 01:16:33,430
or interventions that we
might use around attachment?

1638
01:16:33,430 --> 01:16:36,330
Here again, a non-exhaustive list,

1639
01:16:36,330 --> 01:16:39,270
but one of the things

1640
01:16:39,270 --> 01:16:41,240
I think is really important to consider

1641
01:16:41,240 --> 01:16:45,930
is differentiating between
validation and reassurance.

1642
01:16:45,930 --> 01:16:46,763
In other words,

1643
01:16:46,763 --> 01:16:50,370
being willing to enter into
the darkness with kids,

1644
01:16:50,370 --> 01:16:52,420
walk in that world with them,

1645
01:16:52,420 --> 01:16:55,670
and take some steps with
them out of that world.

1646
01:16:55,670 --> 01:16:57,560
So an example

1647
01:16:59,640 --> 01:17:01,810
that I experienced once

1648
01:17:01,810 --> 01:17:03,520
at one of the schools that I oversee,

1649
01:17:03,520 --> 01:17:06,030
one of the independent day
treatment schools that I oversee,

1650
01:17:06,030 --> 01:17:10,077
is that, it was actually in staff meeting,

1651
01:17:10,077 --> 01:17:13,700
one of the staff said that
she was working with a kid

1652
01:17:13,700 --> 01:17:16,930
and he said, "My mother doesn't love me."

1653
01:17:16,930 --> 01:17:19,830
And she tried to reassure him.

1654
01:17:19,830 --> 01:17:20,663
And what she said is,

1655
01:17:20,663 --> 01:17:23,040
"Oh, yes, of course
your mother loves you."

1656
01:17:23,040 --> 01:17:25,040
That was so invalidating to that kid.

1657
01:17:25,040 --> 01:17:26,210
Because in that moment,

1658
01:17:26,210 --> 01:17:29,393
he felt like his mom
didn't care about him.

1659
01:17:30,240 --> 01:17:33,390
It made the teacher who said
that very uncomfortable,

1660
01:17:33,390 --> 01:17:35,993
which is why she did
that reassuring response.

1661
01:17:37,230 --> 01:17:39,060
But when we are reassuring,

1662
01:17:39,060 --> 01:17:42,830
we completely ignore the
story that's being told to us.

1663
01:17:42,830 --> 01:17:45,250
So it's really, that's a
really important element

1664
01:17:45,250 --> 01:17:49,770
for trying to heal some of
the developmental injuries

1665
01:17:49,770 --> 01:17:53,190
that occur as a result of attachment

1666
01:17:53,190 --> 01:17:55,580
and relationship injuries.

1667
01:17:55,580 --> 01:17:57,630
And then number five,
refine your language.

1668
01:17:57,630 --> 01:17:59,660
This is about changing your mindset.

1669
01:17:59,660 --> 01:18:03,220
Again, by changing your
mindset, you change practice.

1670
01:18:03,220 --> 01:18:06,463
So thinking about kids
are seeking connection,

1671
01:18:07,310 --> 01:18:09,400
that they're seeking repair,

1672
01:18:09,400 --> 01:18:12,320
and that they seek
validation, not manipulation.

1673
01:18:12,320 --> 01:18:14,730
We all manipulate our environments.

1674
01:18:14,730 --> 01:18:16,450
I turned on the heat this morning.

1675
01:18:16,450 --> 01:18:18,720
I put the heat on in my car.

1676
01:18:18,720 --> 01:18:20,950
We all manipulate our
environments to feel safe.

1677
01:18:20,950 --> 01:18:23,860
So it's important to actually
reframe manipulation,

1678
01:18:23,860 --> 01:18:25,060
not as a pejorative,

1679
01:18:25,060 --> 01:18:27,240
but as something that
is a way to demonstrate

1680
01:18:27,240 --> 01:18:29,290
what our needs are.

1681
01:18:29,290 --> 01:18:31,950
PACE is from Dan Hughes' attachment work,

1682
01:18:31,950 --> 01:18:35,120
which is Playfulness, Acceptance,
Curiosity, and Empathy,

1683
01:18:35,120 --> 01:18:37,230
four really important components

1684
01:18:37,230 --> 01:18:40,020
to working with kids who've
experienced developmental trauma

1685
01:18:40,020 --> 01:18:45,020
and also can be
incorporated into classroom,

1686
01:18:45,140 --> 01:18:47,430
school-wide or individual work with kids.

1687
01:18:47,430 --> 01:18:50,580
Again, across all the
tiers of intervention.

1688
01:18:50,580 --> 01:18:51,413
And just a little bit,

1689
01:18:51,413 --> 01:18:55,950
I just wanna remind you
that a dysregulated adult

1690
01:18:55,950 --> 01:18:59,120
cannot regulate a dysregulated child.

1691
01:18:59,120 --> 01:19:04,120
And so this is from Bruce Perry's
work, a slide that he did.

1692
01:19:04,380 --> 01:19:05,370
So it's just so important

1693
01:19:05,370 --> 01:19:06,900
for us to have our own self-awareness

1694
01:19:06,900 --> 01:19:10,190
about our level of
dysregulation and stress,

1695
01:19:10,190 --> 01:19:14,010
have our own co-regulator with
us, it may be a colleague,

1696
01:19:14,010 --> 01:19:16,010
maybe it's the building administrator,

1697
01:19:16,010 --> 01:19:18,677
and have the ability to
occasionally tap out to say,

1698
01:19:18,677 --> 01:19:20,007
"I'm being triggered right now.

1699
01:19:20,007 --> 01:19:23,050
"I'm aware of that. I need
to step away from it."

1700
01:19:23,050 --> 01:19:26,423
This is about reflection and
this is about our own wellness.

1701
01:19:27,350 --> 01:19:29,550
This is what we want to be doing.

1702
01:19:29,550 --> 01:19:33,090
We wanna match, we can match vitality.

1703
01:19:33,090 --> 01:19:36,550
So we can match the affect,
but not the dysregulation.

1704
01:19:36,550 --> 01:19:38,490
So we wanna be able to understand

1705
01:19:38,490 --> 01:19:41,720
when a child is in a
really dysregulated state

1706
01:19:41,720 --> 01:19:43,740
and engage in interventions,

1707
01:19:43,740 --> 01:19:47,290
usually non-verbal interventions,
body-based interventions,

1708
01:19:47,290 --> 01:19:49,870
that can help them come
down the trajectory

1709
01:19:49,870 --> 01:19:52,650
of dysregulated to being more regulated.

1710
01:19:52,650 --> 01:19:56,210
And I wanna emphasize, again,
PBIS promotes attunement,

1711
01:19:56,210 --> 01:19:57,500
which is a core element

1712
01:19:57,500 --> 01:20:01,290
of healthy attachment and relationship,

1713
01:20:01,290 --> 01:20:03,500
by looking to positive behaviors,

1714
01:20:03,500 --> 01:20:05,340
by recognizing the signals

1715
01:20:05,340 --> 01:20:07,330
of when a child is
starting to be distressed,

1716
01:20:07,330 --> 01:20:10,080
and intervening as early as possible.

1717
01:20:10,080 --> 01:20:12,170
Whether again, it's an
individual intervention

1718
01:20:12,170 --> 01:20:13,853
or a universal intervention.

1719
01:20:15,740 --> 01:20:19,730
Another domain of impairment
is emotional regulation.

1720
01:20:19,730 --> 01:20:21,423
So you can look at the list.

1721
01:20:22,510 --> 01:20:23,650
Kids really struggle.

1722
01:20:23,650 --> 01:20:27,830
They tend to have a very
restricted range of affect.

1723
01:20:27,830 --> 01:20:29,590
There's a couple of
really interesting studies

1724
01:20:29,590 --> 01:20:34,590
about how they misread
emotions like sadness.

1725
01:20:34,810 --> 01:20:36,310
And they might misread that as anger

1726
01:20:36,310 --> 01:20:38,060
because some of our facial expressions

1727
01:20:38,060 --> 01:20:40,110
in sadness can mimic anger.

1728
01:20:40,110 --> 01:20:42,420
And unless you have a
really refined understanding

1729
01:20:42,420 --> 01:20:44,650
of affect and emotion,

1730
01:20:44,650 --> 01:20:49,290
it's hard to distinguish between the two.

1731
01:20:49,290 --> 01:20:52,053
So they misread our
nonverbal communication.

1732
01:20:52,960 --> 01:20:56,020
Their affect expression
tends to be restricted.

1733
01:20:56,020 --> 01:20:58,930
Many of our kids either go internally,

1734
01:20:58,930 --> 01:21:01,700
dissociate or become externally expressive

1735
01:21:01,700 --> 01:21:03,883
of their frustration through behavioral.

1736
01:21:05,470 --> 01:21:07,810
They tend to have a lot
of sleep disruptions.

1737
01:21:07,810 --> 01:21:08,850
The locus coeruleus,

1738
01:21:08,850 --> 01:21:10,900
which is part of the brain
that helps with their sleep,

1739
01:21:10,900 --> 01:21:13,740
is not well-developed, is
compromised in it's functioning.

1740
01:21:13,740 --> 01:21:15,513
So they break through REM sleep.

1741
01:21:17,380 --> 01:21:19,480
They don't go through
the stages of sleep well

1742
01:21:19,480 --> 01:21:22,240
and REM sleep helps us
incorporate our experiences

1743
01:21:22,240 --> 01:21:23,550
from the day before.

1744
01:21:23,550 --> 01:21:25,390
So it's really difficult

1745
01:21:25,390 --> 01:21:30,390
for kids around being able
to regulate their emotions

1746
01:21:30,830 --> 01:21:32,250
and their physiological states,

1747
01:21:32,250 --> 01:21:33,650
or it's hard for them to understand

1748
01:21:33,650 --> 01:21:35,040
what their body is telling them.

1749
01:21:35,040 --> 01:21:37,523
I talked earlier about
the body keeps the score,

1750
01:21:38,510 --> 01:21:39,860
but they don't always recognize

1751
01:21:39,860 --> 01:21:43,970
that that interoceptive cue
that they're having of distress

1752
01:21:43,970 --> 01:21:45,520
is just that it's distressed.

1753
01:21:45,520 --> 01:21:48,003
And so they react to
it in a behavioral way.

1754
01:21:49,320 --> 01:21:51,580
So what do we do about this?

1755
01:21:51,580 --> 01:21:53,070
Again, think about these

1756
01:21:53,070 --> 01:21:55,380
from all three levels of intervention.

1757
01:21:55,380 --> 01:21:57,310
First of all, we need
to be an interpreter.

1758
01:21:57,310 --> 01:21:59,370
We need to help them understand.

1759
01:21:59,370 --> 01:22:04,330
Oh, I see, Amy. I've seen
that look on your face before.

1760
01:22:04,330 --> 01:22:06,690
I think you're starting to
tell me that you're frustrated.

1761
01:22:06,690 --> 01:22:08,870
I think you're starting
to tell me you're angry.

1762
01:22:08,870 --> 01:22:10,033
Have I got that right?

1763
01:22:11,130 --> 01:22:13,320
So recognizing and helping them interpret,

1764
01:22:13,320 --> 01:22:14,420
or I've noticed before

1765
01:22:14,420 --> 01:22:17,100
when you kind of hunch your shoulders,

1766
01:22:17,100 --> 01:22:19,270
that you're starting to
not understand the lesson,

1767
01:22:19,270 --> 01:22:20,530
which means you're frustrated.

1768
01:22:20,530 --> 01:22:22,300
So interpreting for them,

1769
01:22:22,300 --> 01:22:23,440
giving them the language

1770
01:22:23,440 --> 01:22:25,290
to start to understand their bodies.

1771
01:22:25,290 --> 01:22:27,670
And again, you can do
this as a whole class.

1772
01:22:27,670 --> 01:22:32,670
You can do a whole class brief lesson on

1773
01:22:33,180 --> 01:22:35,680
crunch up your shoulders and
now relax your shoulders.

1774
01:22:35,680 --> 01:22:37,030
What do you notice? What's different?

1775
01:22:37,030 --> 01:22:38,760
So helping kids to start to understand

1776
01:22:38,760 --> 01:22:41,010
what their bodies are telling them.

1777
01:22:41,010 --> 01:22:44,610
Using movement and yoga, OT activities.

1778
01:22:44,610 --> 01:22:48,040
Marti Smith, M-A-R-T-I,

1779
01:22:48,040 --> 01:22:52,020
Smith has a website
called creative therapies.

1780
01:22:52,020 --> 01:22:56,810
She's a child trauma
fellow with Bruce Perry.

1781
01:22:56,810 --> 01:23:00,640
And she uses occupational therapy practice

1782
01:23:00,640 --> 01:23:01,990
through a trauma-informed lens.

1783
01:23:01,990 --> 01:23:05,950
She's brilliant and her
ideas are creative and fun.

1784
01:23:05,950 --> 01:23:07,590
So if I had my druthers,

1785
01:23:07,590 --> 01:23:10,130
every single kid who'd
experienced developmental trauma

1786
01:23:10,130 --> 01:23:14,960
would have a comprehensive
occupational therapy evaluation

1787
01:23:14,960 --> 01:23:17,240
to get a sense of what
sort of needs they have.

1788
01:23:17,240 --> 01:23:19,660
So you can do isometric exercises.

1789
01:23:19,660 --> 01:23:21,930
Again, the posterior cingulate,

1790
01:23:21,930 --> 01:23:24,250
that GPS system for us is compromised

1791
01:23:24,250 --> 01:23:26,350
for kids who've experienced
developmental trauma.

1792
01:23:26,350 --> 01:23:28,850
So giving them a lot of
proprioceptive feedback

1793
01:23:28,850 --> 01:23:30,180
can be incredibly useful

1794
01:23:30,180 --> 01:23:31,620
in helping them to understand

1795
01:23:31,620 --> 01:23:33,470
where their bodies are in space.

1796
01:23:33,470 --> 01:23:36,700
Proprioception also fills
our neurochemistry bucket

1797
01:23:36,700 --> 01:23:38,273
with serotonin and dopamine.

1798
01:23:39,160 --> 01:23:40,550
So things like wall sits

1799
01:23:40,550 --> 01:23:45,513
or pushing against the doorframe or,

1800
01:23:46,710 --> 01:23:48,543
Marti Smith loves Lycra,

1801
01:23:49,390 --> 01:23:52,890
creating sort of an enveloping
comforting feeling for kids

1802
01:23:52,890 --> 01:23:54,370
that can help them

1803
01:23:54,370 --> 01:23:58,040
again, understanding where
their body is in space.

1804
01:23:58,040 --> 01:23:59,980
We know that flection,

1805
01:23:59,980 --> 01:24:02,100
which is like, if you were doing yoga,

1806
01:24:02,100 --> 01:24:04,820
flection would be like the child pose,

1807
01:24:04,820 --> 01:24:06,920
is something that is calming.

1808
01:24:06,920 --> 01:24:09,780
And extension is something
that wakes you up.

1809
01:24:09,780 --> 01:24:11,400
So if you have kids,

1810
01:24:11,400 --> 01:24:15,970
and you can do alternate
states of regulation

1811
01:24:15,970 --> 01:24:17,570
with these activities in the classroom.

1812
01:24:17,570 --> 01:24:19,500
So you could have kids do a child pose

1813
01:24:19,500 --> 01:24:20,915
to get them to calm down,

1814
01:24:20,915 --> 01:24:23,160
to understand what that's
like in their body,

1815
01:24:23,160 --> 01:24:27,663
and then do a flection activity,
which is more alerting,

1816
01:24:28,580 --> 01:24:31,740
to have them understand where
that lives in their body.

1817
01:24:31,740 --> 01:24:33,620
So one of the things
that I've done with kids

1818
01:24:33,620 --> 01:24:35,880
in terms of a flection activity

1819
01:24:35,880 --> 01:24:37,940
is that you can have them spell

1820
01:24:37,940 --> 01:24:40,510
the name of their favorite artist

1821
01:24:40,510 --> 01:24:43,250
or their favorite song with their hands.

1822
01:24:43,250 --> 01:24:46,510
Like Y.M.C.A., that's a flection activity,

1823
01:24:46,510 --> 01:24:48,360
extension activity, excuse me.

1824
01:24:48,360 --> 01:24:49,560
Or with older kids,

1825
01:24:49,560 --> 01:24:53,460
I've had them spell their
favorite swear word for me.

1826
01:24:53,460 --> 01:24:55,470
So it's a way of alerting them

1827
01:24:55,470 --> 01:24:58,010
when they tend to be
shut down or dyssocial.

1828
01:24:58,010 --> 01:25:00,370
And it also, like I said, you can do both,

1829
01:25:00,370 --> 01:25:01,580
and have kids understand

1830
01:25:01,580 --> 01:25:04,180
where they're feeling that
experience in their body.

1831
01:25:07,940 --> 01:25:10,210
Teaching affect
identification and regulation,

1832
01:25:10,210 --> 01:25:13,190
and just, I don't know how
many people can see me,

1833
01:25:13,190 --> 01:25:14,450
but I'm pointing to my sternum.

1834
01:25:14,450 --> 01:25:18,930
So our sternum is one of the
most calming bones in our body.

1835
01:25:18,930 --> 01:25:21,720
So you can have kids press really hard.

1836
01:25:21,720 --> 01:25:24,600
And you can do this again,
classroom-wide or in gym class.

1837
01:25:24,600 --> 01:25:26,160
Press really hard in your sternum

1838
01:25:26,160 --> 01:25:28,130
and see how you feel about that.

1839
01:25:28,130 --> 01:25:30,730
Does that help you feel
calm? Or what do you notice?

1840
01:25:32,090 --> 01:25:33,160
- And there was just a question

1841
01:25:33,160 --> 01:25:36,290
about the name of the person
who does the OT evaluations

1842
01:25:36,290 --> 01:25:40,021
and whether they have resources
that schools can access.

1843
01:25:40,021 --> 01:25:44,323
- Her name is Marti, M-A-R-T-I, Smith.

1844
01:25:45,510 --> 01:25:48,370
And it's creative therapies.

1845
01:25:48,370 --> 01:25:50,310
And yes, she has a ton of resources

1846
01:25:50,310 --> 01:25:51,630
that are free on her website.

1847
01:25:51,630 --> 01:25:55,716
And then there's also
webinars you can attend.

1848
01:25:55,716 --> 01:25:57,260
She's amazing.

1849
01:25:57,260 --> 01:26:00,210
She came to Vermont a
few years ago, actually.

1850
01:26:00,210 --> 01:26:03,740
She did a full day
presentation. She's just great.

1851
01:26:03,740 --> 01:26:06,893
And she's very accessible, accessible.

1852
01:26:08,070 --> 01:26:10,230
She really presents information

1853
01:26:10,230 --> 01:26:13,463
in a way that feels relevant and usable.

1854
01:26:14,770 --> 01:26:16,900
So we talked a little bit
about emotional regulation,

1855
01:26:16,900 --> 01:26:18,800
but I'm just gonna go through this quickly

1856
01:26:18,800 --> 01:26:19,710
'cause it's important.

1857
01:26:19,710 --> 01:26:24,710
So we know that we have
responses to danger,

1858
01:26:24,730 --> 01:26:26,140
and that we have two divisions

1859
01:26:26,140 --> 01:26:28,860
of our autonomic nervous response system.

1860
01:26:28,860 --> 01:26:31,000
The parasympathetic is responsible

1861
01:26:31,000 --> 01:26:33,770
for putting on the brakes,
if you will, rest and digest.

1862
01:26:33,770 --> 01:26:35,450
And the sympathetic is responsible

1863
01:26:35,450 --> 01:26:37,724
for keeping us out of danger.

1864
01:26:37,724 --> 01:26:39,310
And we might fight, we might flee,

1865
01:26:39,310 --> 01:26:40,960
we might freeze, we might flop,

1866
01:26:40,960 --> 01:26:43,630
or we might submit when we're in danger.

1867
01:26:43,630 --> 01:26:45,770
Kids who've experienced
developmental trauma,

1868
01:26:45,770 --> 01:26:47,520
that sympathetic division

1869
01:26:47,520 --> 01:26:51,240
of their autonomic nervous
response system is always on.

1870
01:26:51,240 --> 01:26:52,490
It's over-activated.

1871
01:26:52,490 --> 01:26:54,870
It's like they don't have a rheostat,

1872
01:26:54,870 --> 01:26:55,970
they have an on switch

1873
01:26:55,970 --> 01:26:58,710
and very rarely they have an off switch.

1874
01:26:58,710 --> 01:27:01,270
And even when they appear calm,

1875
01:27:01,270 --> 01:27:06,270
I often think about ducks
swimming on a lake or a pond.

1876
01:27:06,470 --> 01:27:09,330
They look like they're just
gliding along effortlessly,

1877
01:27:09,330 --> 01:27:11,120
but their little feet
are going like crazy.

1878
01:27:11,120 --> 01:27:11,953
So when you think about kids

1879
01:27:11,953 --> 01:27:13,850
who've experienced developmental trauma,

1880
01:27:13,850 --> 01:27:15,610
when they might have
an appearance of calm,

1881
01:27:15,610 --> 01:27:19,490
there's still a lot of
things going on in their body

1882
01:27:19,490 --> 01:27:20,770
and in their brains,

1883
01:27:20,770 --> 01:27:23,410
that's causing them to be hypervigilant

1884
01:27:23,410 --> 01:27:24,580
to their surroundings

1885
01:27:24,580 --> 01:27:27,870
so that they can respond to danger

1886
01:27:27,870 --> 01:27:30,860
as they perceive it and stay safe.

1887
01:27:30,860 --> 01:27:32,300
And a lot of their adapt...

1888
01:27:32,300 --> 01:27:35,930
A lot of their coping mechanisms
are quite maladaptive.

1889
01:27:35,930 --> 01:27:39,143
And as I said earlier, they
can be incredibly confounding.

1890
01:27:40,790 --> 01:27:43,317
Because they've got this
over-activated limbic region,

1891
01:27:43,317 --> 01:27:45,563
the amygdala is over-activated.

1892
01:27:46,840 --> 01:27:50,483
And when kids become dysregulated,

1893
01:27:51,950 --> 01:27:53,290
on average it take...

1894
01:27:53,290 --> 01:27:55,380
If you were to experience
a stressful experience,

1895
01:27:55,380 --> 01:27:56,290
say you're driving your car

1896
01:27:56,290 --> 01:27:57,580
and you had to slam on the brakes

1897
01:27:57,580 --> 01:27:59,050
'cause a deer ran in front of you.

1898
01:27:59,050 --> 01:28:02,600
And fortunately the deer got
away and you didn't hit it.

1899
01:28:02,600 --> 01:28:05,040
You'll have this physiological response.

1900
01:28:05,040 --> 01:28:06,890
You'll feel the cortisol

1901
01:28:06,890 --> 01:28:08,940
and the adrenaline swimming in your body.

1902
01:28:10,430 --> 01:28:14,080
But on average, it takes a
normally developed person,

1903
01:28:14,080 --> 01:28:16,210
20 minutes to become regulated,

1904
01:28:16,210 --> 01:28:18,210
to become physiologically regulated

1905
01:28:18,210 --> 01:28:19,830
after an event like that.

1906
01:28:19,830 --> 01:28:21,280
Kids who have experienced
developmental trauma,

1907
01:28:21,280 --> 01:28:23,740
it can take much longer,
it can take hours.

1908
01:28:23,740 --> 01:28:25,580
It can even take days at times

1909
01:28:25,580 --> 01:28:27,850
because there's these
chronic little things

1910
01:28:27,850 --> 01:28:32,753
that continue to activate
their sympathetic branch

1911
01:28:35,190 --> 01:28:37,680
of their autonomic
nervous response system.

1912
01:28:37,680 --> 01:28:41,110
So a really good universal intervention

1913
01:28:41,110 --> 01:28:42,980
is helping kids understand their bodies.

1914
01:28:42,980 --> 01:28:45,540
But if you're doing an intensive
intervention with a kid,

1915
01:28:45,540 --> 01:28:48,040
is doing some work with them on that.

1916
01:28:48,040 --> 01:28:49,830
You are just stressed out.

1917
01:28:49,830 --> 01:28:50,970
Name where you're at in your body.

1918
01:28:50,970 --> 01:28:52,840
Is it your shoulders? Is it your stomach?

1919
01:28:52,840 --> 01:28:54,760
Is it your head? Is it your neck?

1920
01:28:54,760 --> 01:28:57,733
Help them. Be that interpreter for them.

1921
01:28:59,360 --> 01:29:03,530
Also know that their reward
neurology tends to be impaired.

1922
01:29:03,530 --> 01:29:06,970
So rewards have a less robust impact

1923
01:29:06,970 --> 01:29:09,470
on kids have experienced
developmental trauma

1924
01:29:09,470 --> 01:29:12,950
than a kid who is more
neuro typically developed.

1925
01:29:12,950 --> 01:29:14,810
So they tend to have less intensity

1926
01:29:14,810 --> 01:29:16,430
and they don't tend to last as long.

1927
01:29:16,430 --> 01:29:18,260
So that's why a lot of times

1928
01:29:18,260 --> 01:29:20,800
when we're talking about
developing behavior plans

1929
01:29:20,800 --> 01:29:22,167
for kids who've experienced
developmental trauma,

1930
01:29:22,167 --> 01:29:25,770
we should be really thoughtful about,

1931
01:29:25,770 --> 01:29:30,020
are we relying, mostly on an ABA model,

1932
01:29:30,020 --> 01:29:32,910
you probably won't have
the best results with that

1933
01:29:32,910 --> 01:29:35,277
because they can't abstract
to the future as well.

1934
01:29:35,277 --> 01:29:38,390
And I do a whole thing on
trauma-informed behavior plans.

1935
01:29:38,390 --> 01:29:39,740
If you ever wanna hear more about that,

1936
01:29:39,740 --> 01:29:41,193
feel free to reach out to me.

1937
01:29:42,870 --> 01:29:45,820
So I'm just thinking,

1938
01:29:45,820 --> 01:29:47,470
is there anything else I
wanted to say about that?

1939
01:29:47,470 --> 01:29:50,460
So again, when you're
thinking about interventions,

1940
01:29:50,460 --> 01:29:52,230
universally, you can do work with kids

1941
01:29:52,230 --> 01:29:54,160
to understand these psycho-education

1942
01:29:54,160 --> 01:29:56,823
about how our bodies respond to danger.

1943
01:29:58,770 --> 01:30:00,410
And we can also help them understand

1944
01:30:00,410 --> 01:30:03,060
that when we are feeling very afraid,

1945
01:30:03,060 --> 01:30:06,650
we shut down systems
like our thinking system.

1946
01:30:06,650 --> 01:30:09,720
'Cause it's neurologically
disrespectful to assume

1947
01:30:09,720 --> 01:30:11,680
that when we're in real danger,

1948
01:30:11,680 --> 01:30:13,180
and again, it's the perceived danger

1949
01:30:13,180 --> 01:30:15,450
for kids who've experienced
developmental trauma,

1950
01:30:15,450 --> 01:30:17,880
that we can think our
way out of that danger.

1951
01:30:17,880 --> 01:30:20,880
We have to let our body get us
out of the way of the danger.

1952
01:30:22,820 --> 01:30:24,370
So again, the stress continuum,

1953
01:30:24,370 --> 01:30:25,910
I'm gonna do this a
little bit differently.

1954
01:30:25,910 --> 01:30:28,800
So a typically developed person,

1955
01:30:28,800 --> 01:30:32,290
low or no stress, that's
our rest and restore stage.

1956
01:30:32,290 --> 01:30:33,540
We all need a little stress

1957
01:30:33,540 --> 01:30:34,810
to get out of bed in the morning,

1958
01:30:34,810 --> 01:30:37,853
to do our jobs, to do a presentation.

1959
01:30:39,890 --> 01:30:42,500
When we start getting to that
moderate and high stress,

1960
01:30:42,500 --> 01:30:43,900
we start to get overloaded.

1961
01:30:43,900 --> 01:30:45,570
This is when our critical functioning

1962
01:30:45,570 --> 01:30:48,220
really becomes diminished,

1963
01:30:48,220 --> 01:30:53,220
and we're more activated in
our limbic region of our brain.

1964
01:30:53,500 --> 01:30:55,250
And when we go really low,

1965
01:30:55,250 --> 01:30:57,640
or when we get into really
high stress, excuse me,

1966
01:30:57,640 --> 01:31:01,020
we dive really low in the
lower regions of our brain

1967
01:31:01,020 --> 01:31:04,853
like the brain stem, our
heart rates become increased.

1968
01:31:05,940 --> 01:31:07,840
We're not thinking,
we're not hearing words.

1969
01:31:07,840 --> 01:31:10,220
We're only paying attention to,

1970
01:31:10,220 --> 01:31:12,130
like Charlie Brown's
teacher, wah, wah, wah.

1971
01:31:12,130 --> 01:31:14,240
So we hear the inflection of the voice,

1972
01:31:14,240 --> 01:31:16,287
we notice the proximity of the person,

1973
01:31:16,287 --> 01:31:18,123
but the words have no meaning.

1974
01:31:19,380 --> 01:31:20,840
So you can see

1975
01:31:20,840 --> 01:31:23,850
that we have this positive
intolerable window

1976
01:31:23,850 --> 01:31:25,020
that's pretty broad

1977
01:31:25,020 --> 01:31:28,530
in order for us to provide
academic instruction

1978
01:31:28,530 --> 01:31:30,770
or social emotional instruction.

1979
01:31:30,770 --> 01:31:32,220
And the window for toxic

1980
01:31:32,220 --> 01:31:35,940
when we really have no access
to learning, is smaller.

1981
01:31:35,940 --> 01:31:39,030
So this again is a
typically developing person.

1982
01:31:39,030 --> 01:31:42,730
And our resiliency window is much wider

1983
01:31:42,730 --> 01:31:44,653
than our vulnerability window.

1984
01:31:46,270 --> 01:31:47,103
When we think about a kid

1985
01:31:47,103 --> 01:31:49,340
who have experienced developmental trauma,

1986
01:31:49,340 --> 01:31:53,500
someone who's highly sensitized
to environmental stressors,

1987
01:31:53,500 --> 01:31:55,260
and like I said, the sympathetic division

1988
01:31:55,260 --> 01:31:58,300
of their autonomic nervous response system

1989
01:31:58,300 --> 01:32:00,700
is over-activated, their
amygdala is over-activated,

1990
01:32:00,700 --> 01:32:02,713
that limbic region is over-activated,

1991
01:32:03,560 --> 01:32:05,500
that low, no stress, rest and restore

1992
01:32:05,500 --> 01:32:07,450
is a very small window.

1993
01:32:07,450 --> 01:32:08,780
Mild to moderate stress

1994
01:32:08,780 --> 01:32:12,040
can cause them to start to shut down.

1995
01:32:12,040 --> 01:32:15,360
And then we move along to toxic stress.

1996
01:32:15,360 --> 01:32:19,360
You can see that there's
just this really small window

1997
01:32:19,360 --> 01:32:21,130
of being able to reach kids.

1998
01:32:21,130 --> 01:32:23,950
So again, repeating myself,

1999
01:32:23,950 --> 01:32:26,630
the more that you're
focusing on your wellness,

2000
01:32:26,630 --> 01:32:28,200
workforce development,

2001
01:32:28,200 --> 01:32:30,130
universal interventions

2002
01:32:30,130 --> 01:32:32,950
that allow kids to practice movement,

2003
01:32:32,950 --> 01:32:36,870
OT activities, learn
about emotions, et cetera,

2004
01:32:36,870 --> 01:32:38,270
the more that this...

2005
01:32:39,610 --> 01:32:41,310
Let's see if I can do my pen here.

2006
01:32:43,300 --> 01:32:44,133
Oops.

2007
01:32:45,120 --> 01:32:48,030
The more that we can get this area

2008
01:32:48,030 --> 01:32:50,693
to broaden into this area.

2009
01:32:54,760 --> 01:32:56,000
So when you think about that,

2010
01:32:56,000 --> 01:32:59,610
the positive area is much smaller.

2011
01:32:59,610 --> 01:33:01,870
The tolerable stress is much smaller

2012
01:33:01,870 --> 01:33:06,870
and the toxic stress becomes
very, very heightened,

2013
01:33:07,690 --> 01:33:12,530
very, very quickly, and kids
shut down or become aggressive.

2014
01:33:12,530 --> 01:33:15,800
And again, the resiliency
window is much smaller here

2015
01:33:15,800 --> 01:33:19,500
and the vulnerability
window is much bigger.

2016
01:33:19,500 --> 01:33:22,550
I wanna reemphasize that
vulnerability can be an opportunity

2017
01:33:22,550 --> 01:33:24,480
for learning and growth.

2018
01:33:24,480 --> 01:33:29,300
If we can name it soon enough
and intervene soon enough,

2019
01:33:29,300 --> 01:33:30,143
to help kids understand

2020
01:33:30,143 --> 01:33:32,170
that they're getting into that window,

2021
01:33:32,170 --> 01:33:35,193
and back them into the
resiliency place again.

2022
01:33:36,770 --> 01:33:39,853
Vulnerability isn't
weakness, it's not indulgent.

2023
01:33:41,130 --> 01:33:43,210
It's an accurate measure
actually of courage

2024
01:33:43,210 --> 01:33:46,200
when we know that we're
in a vulnerable stage.

2025
01:33:46,200 --> 01:33:49,760
And vulnerability can promote innovation,

2026
01:33:49,760 --> 01:33:52,510
creativity, and ultimately change.

2027
01:33:52,510 --> 01:33:54,630
So that's important for us to know,

2028
01:33:54,630 --> 01:33:57,123
and that's important for
kids to know as well.

2029
01:33:58,838 --> 01:34:00,300
And as I've said this many times,

2030
01:34:00,300 --> 01:34:02,483
perception is more important than reality.

2031
01:34:06,700 --> 01:34:08,310
Oh. Okay.

2032
01:34:08,310 --> 01:34:10,586
I think this is where we wanna,

2033
01:34:10,586 --> 01:34:13,520
I'll go through this, then
we'll do the polling question.

2034
01:34:13,520 --> 01:34:15,610
So when we think about and learning

2035
01:34:15,610 --> 01:34:18,340
and that developmental injury domain,

2036
01:34:18,340 --> 01:34:21,330
here, again are some
challenges that kids experience

2037
01:34:21,330 --> 01:34:26,253
that they have rigid
and concrete thinking.

2038
01:34:27,560 --> 01:34:30,380
It's hard for them to
get cause and effect.

2039
01:34:30,380 --> 01:34:32,270
They can have delays in their language.

2040
01:34:32,270 --> 01:34:35,130
Their executive functioning
tends to be compromised,

2041
01:34:35,130 --> 01:34:40,130
inhibiting their impulses,
their working memory.

2042
01:34:40,870 --> 01:34:43,250
They can have cognitive distortions,

2043
01:34:43,250 --> 01:34:44,370
very intrusive memories.

2044
01:34:44,370 --> 01:34:46,180
And often the memories are implicit.

2045
01:34:46,180 --> 01:34:47,840
They're not necessarily explicit.

2046
01:34:47,840 --> 01:34:51,350
So an implicit memory just
changes your neurochemistry.

2047
01:34:51,350 --> 01:34:52,990
They don't really
understand what's going on,

2048
01:34:52,990 --> 01:34:55,820
but it's causing them to feel
really unsafe and scared.

2049
01:34:55,820 --> 01:34:57,283
And so they react to that.

2050
01:34:59,118 --> 01:35:00,970
I think it just a really great example

2051
01:35:00,970 --> 01:35:03,410
of poor cause and effect thinking is,

2052
01:35:03,410 --> 01:35:05,350
a couple years ago, I
was working with a kid.

2053
01:35:05,350 --> 01:35:07,160
He was in the basement
of one of our schools.

2054
01:35:07,160 --> 01:35:09,800
He was on, I think it's called a RipStik.

2055
01:35:09,800 --> 01:35:11,910
And he was touring around.

2056
01:35:11,910 --> 01:35:14,860
This was a kid that needed to
move his body all of the time.

2057
01:35:14,860 --> 01:35:16,663
Sitting was not an option for him.

2058
01:35:17,770 --> 01:35:19,480
And he's RipStiking around the basement.

2059
01:35:19,480 --> 01:35:20,980
He's very good at it.

2060
01:35:20,980 --> 01:35:23,563
And he goes around like,

2061
01:35:24,800 --> 01:35:28,300
I guess it was a support
beam, and there's a kid there.

2062
01:35:28,300 --> 01:35:31,490
He didn't know this kid was
there and he bumps into her.

2063
01:35:31,490 --> 01:35:34,850
And he, talk about poor cause and effect.

2064
01:35:34,850 --> 01:35:38,680
It was totally her fault.
He was gonna beat her up.

2065
01:35:38,680 --> 01:35:40,090
He was gonna harm her.

2066
01:35:40,090 --> 01:35:41,600
He swore at her,

2067
01:35:41,600 --> 01:35:44,640
it was totally her fault
that he ran into her

2068
01:35:44,640 --> 01:35:45,987
as opposed to him being able to say,

2069
01:35:45,987 --> 01:35:47,737
"Wow, I was RipStiking really fast.

2070
01:35:47,737 --> 01:35:48,637
"I didn't know she was there.

2071
01:35:48,637 --> 01:35:50,380
"I bumped into her. It was an accident."

2072
01:35:50,380 --> 01:35:52,270
So that was his default,

2073
01:35:52,270 --> 01:35:56,880
was to blame and to deflect
from his own vulnerability

2074
01:35:56,880 --> 01:35:58,770
and feelings of shame.

2075
01:35:58,770 --> 01:36:00,100
And that's a part

2076
01:36:00,100 --> 01:36:03,573
of the poor cause and effect
thinking that happens.

2077
01:36:04,860 --> 01:36:05,830
And then what can we do?

2078
01:36:05,830 --> 01:36:08,200
Oh, look at that,
repetition, movement again.

2079
01:36:08,200 --> 01:36:10,160
So the more we're asking kids to move,

2080
01:36:10,160 --> 01:36:11,693
we can ask them to do,

2081
01:36:12,710 --> 01:36:15,470
like if we engage in
opportunities to respond,

2082
01:36:15,470 --> 01:36:17,640
if we do that with
movement in the classroom,

2083
01:36:17,640 --> 01:36:19,397
that's a universal intervention.

2084
01:36:19,397 --> 01:36:22,110
And it also helps us metabolize cortisol.

2085
01:36:22,110 --> 01:36:23,960
Movement helps us metabolize cortisol,

2086
01:36:23,960 --> 01:36:26,230
which kids who've experience
developmental trauma

2087
01:36:26,230 --> 01:36:28,560
have a ton of in their body.

2088
01:36:28,560 --> 01:36:30,930
Targeted training on
executive functioning.

2089
01:36:30,930 --> 01:36:34,410
I've heard if you Google
"Harvard executive functioning,"

2090
01:36:34,410 --> 01:36:37,030
they have a ton of materials
on executive functioning

2091
01:36:37,030 --> 01:36:38,810
that you can access.

2092
01:36:38,810 --> 01:36:40,010
Structure and routines.

2093
01:36:40,010 --> 01:36:44,940
Again, routine is a
pillar to trauma recovery,

2094
01:36:44,940 --> 01:36:47,480
really build on their competencies.

2095
01:36:47,480 --> 01:36:49,100
That kind of goes back to that triangle,

2096
01:36:49,100 --> 01:36:50,270
where are they doing well?

2097
01:36:50,270 --> 01:36:51,883
And really strengthen those.

2098
01:36:52,730 --> 01:36:53,660
So I think Amy,

2099
01:36:53,660 --> 01:36:56,813
this is where our third polling
question should come up.

2100
01:36:59,920 --> 01:37:03,433
So how many of you have a
morning coffee or tea routine?

2101
01:37:09,470 --> 01:37:10,750
I know Karen Braeutigam'll say,

2102
01:37:10,750 --> 01:37:13,240
I know she has a tea routine. (chuckles)

2103
01:37:13,240 --> 01:37:15,273
Some people don't have either. Okay.

2104
01:37:21,160 --> 01:37:22,530
Okay. Great.

2105
01:37:22,530 --> 01:37:25,060
- I think Amy also has a tea routine.

2106
01:37:25,060 --> 01:37:25,960
- Okay.

2107
01:37:25,960 --> 01:37:28,640
- [Karen] So that tea
that I have from a cup.

2108
01:37:28,640 --> 01:37:30,543
At the first time, either lady.

2109
01:37:30,543 --> 01:37:33,130
(laughing)

2110
01:37:33,130 --> 01:37:34,300
- Great.
- I like to mix mine

2111
01:37:34,300 --> 01:37:35,640
with the bathroom routine too,

2112
01:37:35,640 --> 01:37:37,261
because I drink so much tea, but...

2113
01:37:37,261 --> 01:37:40,950
(laughing)
- Karen, thanks for sharing.

2114
01:37:40,950 --> 01:37:43,850
- You're welcome, dear. Anytime.

2115
01:37:43,850 --> 01:37:48,850
- So why do I wanna
know about your routine?

2116
01:37:49,870 --> 01:37:53,020
So if, oops, oh, I got rid of that.

2117
01:37:53,020 --> 01:37:55,270
So kids who've experienced
developmental trauma

2118
01:37:55,270 --> 01:37:57,360
tend to have interrupted
sequential thinking,

2119
01:37:57,360 --> 01:38:00,060
because again, they're
constantly being bombarded

2120
01:38:00,060 --> 01:38:03,260
with body-based experiences of distress

2121
01:38:03,260 --> 01:38:08,240
or perceiving danger in their environment

2122
01:38:08,240 --> 01:38:10,350
that doesn't appear dangerous to us.

2123
01:38:10,350 --> 01:38:11,820
And so when you think about learning,

2124
01:38:11,820 --> 01:38:13,880
learning often requires
sequential thinking.

2125
01:38:13,880 --> 01:38:15,670
There could be multiple steps to learning.

2126
01:38:15,670 --> 01:38:17,900
We really wanna chunk it down for kids.

2127
01:38:17,900 --> 01:38:19,663
We wanna do a lot of front-loading,

2128
01:38:20,800 --> 01:38:22,000
a lot of pre correcting

2129
01:38:22,000 --> 01:38:25,510
and having multiple
modalities as all of you know.

2130
01:38:25,510 --> 01:38:28,010
It could be a visual as well as a verbal

2131
01:38:28,010 --> 01:38:30,560
as maybe even something
on a kid's individual desk

2132
01:38:30,560 --> 01:38:33,900
that helps them do sequential steps.

2133
01:38:33,900 --> 01:38:36,750
But when you think about
your morning routine,

2134
01:38:36,750 --> 01:38:38,710
here's a gentleman
who's making his coffee,

2135
01:38:38,710 --> 01:38:40,513
he's got a French press.

2136
01:38:41,870 --> 01:38:43,250
So it requires step.

2137
01:38:43,250 --> 01:38:45,380
It requires maybe
grinding the coffee beans,

2138
01:38:45,380 --> 01:38:46,630
measuring the coffee beans,

2139
01:38:46,630 --> 01:38:48,380
measuring the water, boiling the water,

2140
01:38:48,380 --> 01:38:52,460
putting the coffee, the ground
coffee into the French press.

2141
01:38:52,460 --> 01:38:55,240
Step after step after step after step.

2142
01:38:55,240 --> 01:38:59,040
However, if when he is making his coffee,

2143
01:38:59,040 --> 01:39:01,060
if his toaster goes on fire,

2144
01:39:01,060 --> 01:39:03,140
he's likely, although
I've asked this question

2145
01:39:03,140 --> 01:39:04,720
when I've done this training live,

2146
01:39:04,720 --> 01:39:06,770
some people tell me they're
not gonna put that fire out

2147
01:39:06,770 --> 01:39:08,470
'til they make their coffee,

2148
01:39:08,470 --> 01:39:09,870
but most people,

2149
01:39:09,870 --> 01:39:12,610
their sequential thinking
will be interrupted

2150
01:39:12,610 --> 01:39:14,930
because their toaster is on fire.

2151
01:39:14,930 --> 01:39:15,780
So a metaphor

2152
01:39:15,780 --> 01:39:17,590
for kids who've experienced
developmental trauma,

2153
01:39:17,590 --> 01:39:20,113
when you're asking them
to engage in learning,

2154
01:39:21,280 --> 01:39:23,373
and it takes sequential thinking,

2155
01:39:24,250 --> 01:39:27,120
that if their toaster is on fire,

2156
01:39:27,120 --> 01:39:29,720
they're constantly being interrupted.

2157
01:39:29,720 --> 01:39:33,430
So their successful completion
of many academic tasks

2158
01:39:33,430 --> 01:39:35,780
depends on the ability to bring

2159
01:39:35,780 --> 01:39:39,280
like linear order to the
chaos of the daily experience.

2160
01:39:39,280 --> 01:39:41,830
Traumatic experiences
can limit this ability

2161
01:39:41,830 --> 01:39:46,830
to organize like their
material sequentially,

2162
01:39:48,670 --> 01:39:50,323
their thinking sequentially,

2163
01:39:51,430 --> 01:39:54,420
and then learning
becomes really difficult.

2164
01:39:54,420 --> 01:39:57,860
So you start them on an
academic task and boom,

2165
01:39:57,860 --> 01:39:59,400
something scares them in their mind.

2166
01:39:59,400 --> 01:40:01,760
You start them on the academic task

2167
01:40:01,760 --> 01:40:05,220
and they have an interoceptive experience

2168
01:40:05,220 --> 01:40:08,390
that stops them from completing the task.

2169
01:40:08,390 --> 01:40:10,783
It can be very difficult for kids.

2170
01:40:12,160 --> 01:40:14,270
And then going back to the triangle,

2171
01:40:14,270 --> 01:40:18,930
so we wanna think about kids
can have a lot of strengths

2172
01:40:18,930 --> 01:40:20,480
in different areas,

2173
01:40:20,480 --> 01:40:23,020
and we wanna focus on those competencies.

2174
01:40:23,020 --> 01:40:25,260
We wanna build on those competencies.

2175
01:40:25,260 --> 01:40:28,413
So they're always accessing
universal interventions,

2176
01:40:29,360 --> 01:40:32,440
whether it's in the classroom
or school-wide, as I said,

2177
01:40:32,440 --> 01:40:34,290
and the areas where
they struggle the most,

2178
01:40:34,290 --> 01:40:37,190
that's when we will intervene
intensively for them

2179
01:40:37,190 --> 01:40:39,130
and develop an individual plan for them

2180
01:40:39,130 --> 01:40:41,290
that's trauma-informed.

2181
01:40:41,290 --> 01:40:43,020
But I also just, I love this quote,

2182
01:40:43,020 --> 01:40:48,020
it's from the MTSS Field Guide,
that we don't label kids.

2183
01:40:50,070 --> 01:40:52,610
We don't call them tier two
kids or tier three kids.

2184
01:40:52,610 --> 01:40:55,170
And I would venture to guess
that there's very few people

2185
01:40:55,170 --> 01:40:57,873
that ever refer to kids as tier one kids.

2186
01:40:59,500 --> 01:41:01,570
We don't wanna make their
current status permanent.

2187
01:41:01,570 --> 01:41:04,683
We wanna believe in the power of change.

2188
01:41:05,850 --> 01:41:08,730
And we wanna not lose
the kid to the diagnosis.

2189
01:41:08,730 --> 01:41:11,350
So when we start calling them trauma kids

2190
01:41:11,350 --> 01:41:15,250
or tier three kids or ADHD kids,

2191
01:41:15,250 --> 01:41:17,870
we lose the whole child to the diagnosis.

2192
01:41:17,870 --> 01:41:20,970
It's our job to notice their competencies,

2193
01:41:20,970 --> 01:41:23,610
to attune to students so we
can figure out what they are.

2194
01:41:23,610 --> 01:41:26,520
Even when there's times it's
really hard to find them

2195
01:41:26,520 --> 01:41:28,913
because the kids are struggling so much,

2196
01:41:30,400 --> 01:41:33,163
it's our job to find them
and to help build on them.

2197
01:41:34,730 --> 01:41:37,440
And so, whoops, from the ARC model,

2198
01:41:37,440 --> 01:41:39,930
Attachment, Regulation and Competency,

2199
01:41:39,930 --> 01:41:43,110
in the competencies domain of that model,

2200
01:41:43,110 --> 01:41:43,943
and the architects,

2201
01:41:43,943 --> 01:41:45,690
Margaret Blaustein and Kristine Kinniburgh

2202
01:41:45,690 --> 01:41:47,543
talk about relational connection,

2203
01:41:48,470 --> 01:41:49,960
self-development identity,

2204
01:41:49,960 --> 01:41:53,390
and working on targeted
executive functioning training.

2205
01:41:53,390 --> 01:41:56,160
So again, there's the
three primary elements

2206
01:41:56,160 --> 01:41:57,800
of executive functioning,

2207
01:41:57,800 --> 01:41:59,970
cognitive flexibility, working memory,

2208
01:41:59,970 --> 01:42:04,763
and delaying inhibiting
responses or impulses.

2209
01:42:05,840 --> 01:42:06,880
Working memory for kids

2210
01:42:06,880 --> 01:42:09,070
who've experienced developmental trauma

2211
01:42:09,070 --> 01:42:10,420
is often compromised.

2212
01:42:10,420 --> 01:42:12,940
This is related again to
hippocampus functioning

2213
01:42:12,940 --> 01:42:16,450
'cause the hippocampus gets
hurt by cortisol development

2214
01:42:16,450 --> 01:42:18,980
and the over-activated amygdala.

2215
01:42:18,980 --> 01:42:21,120
So that's where it's really hard for kids

2216
01:42:21,120 --> 01:42:23,050
to hold stuff in their brain,

2217
01:42:23,050 --> 01:42:25,530
manipulate it and regurgitate it,

2218
01:42:25,530 --> 01:42:27,160
or spit it out in a different way.

2219
01:42:27,160 --> 01:42:28,660
So it's just something really important

2220
01:42:28,660 --> 01:42:30,770
to remember about chunking things down,

2221
01:42:30,770 --> 01:42:34,300
about sequential thinking, et cetera.

2222
01:42:34,300 --> 01:42:36,820
And when we think about
relational connection,

2223
01:42:36,820 --> 01:42:39,480
I like to think about relational deposits

2224
01:42:39,480 --> 01:42:40,710
and relational endurance.

2225
01:42:40,710 --> 01:42:42,080
How are you depositing

2226
01:42:42,080 --> 01:42:43,970
your positive relationship with that kid

2227
01:42:43,970 --> 01:42:46,510
in little increments throughout the day,

2228
01:42:46,510 --> 01:42:48,670
whether it's friendly
greetings at the door

2229
01:42:48,670 --> 01:42:51,730
or it's a high five, which we can't do,

2230
01:42:51,730 --> 01:42:53,510
or an elbow bump, which we can do,

2231
01:42:53,510 --> 01:42:54,870
how are you doing that throughout the day?

2232
01:42:54,870 --> 01:42:56,270
It doesn't have to be big

2233
01:42:56,270 --> 01:42:58,453
in order to be effective and durable.

2234
01:42:59,980 --> 01:43:04,980
And finally on the cognition
and learning domain,

2235
01:43:05,220 --> 01:43:07,080
just that's our cerebellum.

2236
01:43:07,080 --> 01:43:09,960
It has 50% of our neurons
and it's about one 10th

2237
01:43:09,960 --> 01:43:11,870
of the size of the brain.

2238
01:43:11,870 --> 01:43:14,443
And it helps us process
learning and movement.

2239
01:43:15,290 --> 01:43:18,160
People who exercise
have more cortical mass.

2240
01:43:18,160 --> 01:43:22,830
Oxygen enhances learning and
exercise enhances oxygen.

2241
01:43:22,830 --> 01:43:25,610
So as much as you can incorporate movement

2242
01:43:25,610 --> 01:43:28,930
into your classes, whatever the classes,

2243
01:43:28,930 --> 01:43:31,040
even if you're working
one-to-one with a kid,

2244
01:43:31,040 --> 01:43:35,750
if you can do rocking or stepping in place

2245
01:43:35,750 --> 01:43:38,410
or some kind of rhythmic activity,

2246
01:43:38,410 --> 01:43:40,760
it'll help kids incorporate the learning

2247
01:43:40,760 --> 01:43:41,870
into their repertoire,

2248
01:43:41,870 --> 01:43:44,460
whether it's social,
emotional, behavioral learning,

2249
01:43:44,460 --> 01:43:46,133
or academic learning.

2250
01:43:49,480 --> 01:43:53,513
Okay. So our final stop
today is behavioral control.

2251
01:43:55,520 --> 01:43:57,100
So here are some of the impairments

2252
01:43:57,100 --> 01:43:58,610
that can happen as a result.

2253
01:43:58,610 --> 01:43:59,470
I talked a little bit

2254
01:43:59,470 --> 01:44:01,250
about sleep and eating challenges already

2255
01:44:01,250 --> 01:44:02,643
and the locus coeruleus.

2256
01:44:05,360 --> 01:44:07,140
I think what's important
to remember is the lens

2257
01:44:07,140 --> 01:44:09,040
through which we have looked at children

2258
01:44:09,040 --> 01:44:12,930
and sometimes continue to look
at children is antiquated.

2259
01:44:12,930 --> 01:44:16,020
We really should reframe

2260
01:44:16,020 --> 01:44:20,310
and change our mindset
to change our practices

2261
01:44:20,310 --> 01:44:23,120
from misbehavior to stress behavior.

2262
01:44:23,120 --> 01:44:25,500
The communication that kids are giving us

2263
01:44:25,500 --> 01:44:26,820
is often behaviorally,

2264
01:44:26,820 --> 01:44:30,710
and the behaviors that
they use to communicate

2265
01:44:30,710 --> 01:44:34,693
are sometimes incredibly,
incredibly, difficult.

2266
01:44:37,020 --> 01:44:39,570
How do we accomplish some
of this change of language

2267
01:44:39,570 --> 01:44:41,690
and changing our mindset?

2268
01:44:41,690 --> 01:44:44,870
Again, universal
language, psychoeducation,

2269
01:44:46,620 --> 01:44:49,420
challenging kids when we
have a relationship with them

2270
01:44:49,420 --> 01:44:53,930
using metaphors, practice
and experimentation.

2271
01:44:53,930 --> 01:44:55,440
I often like to use the metaphor

2272
01:44:55,440 --> 01:44:59,210
of helping kids dip their
toe in the pond of distress

2273
01:44:59,210 --> 01:45:02,010
with a life jacket right next to them.

2274
01:45:02,010 --> 01:45:05,480
And that life jacket is an
adaptive coping mechanism,

2275
01:45:05,480 --> 01:45:09,030
and then help them take their
toe out of that distress,

2276
01:45:09,030 --> 01:45:10,810
practicing that coping mechanism

2277
01:45:10,810 --> 01:45:14,230
and doing that over and
over and over again.

2278
01:45:14,230 --> 01:45:16,630
We tend to punish the hurt.

2279
01:45:16,630 --> 01:45:18,500
So kids, when they act out behaviorally,

2280
01:45:18,500 --> 01:45:21,520
are showing us their pain and their shame,

2281
01:45:21,520 --> 01:45:24,020
and we tend to punish it.

2282
01:45:24,020 --> 01:45:27,000
And we really wanna move
towards a more relational,

2283
01:45:27,000 --> 01:45:30,000
reparative process with kids,

2284
01:45:30,000 --> 01:45:31,520
so that they can learn

2285
01:45:31,520 --> 01:45:36,380
from that consistency and
predictability of compassion.

2286
01:45:36,380 --> 01:45:37,963
And as I said, relationship.

2287
01:45:39,330 --> 01:45:41,040
So what are some of the things we do?

2288
01:45:41,040 --> 01:45:43,900
As I said, stress behavior
versus misbehavior

2289
01:45:43,900 --> 01:45:45,620
is a psychoeducational goal.

2290
01:45:45,620 --> 01:45:47,710
We wanna do re-framing.

2291
01:45:47,710 --> 01:45:49,540
I know Rick Beals, uh, he was on the call.

2292
01:45:49,540 --> 01:45:50,550
I don't know if he still is,

2293
01:45:50,550 --> 01:45:51,930
but he's been doing some work lately

2294
01:45:51,930 --> 01:45:53,270
on restorative practices.

2295
01:45:53,270 --> 01:45:57,410
Restorative practices goes
so well with trauma-informed

2296
01:45:57,410 --> 01:46:01,800
because it is about inviting
membership, building community,

2297
01:46:01,800 --> 01:46:04,780
and working on the repair
of the relationship,

2298
01:46:04,780 --> 01:46:07,150
not the rule violation.

2299
01:46:07,150 --> 01:46:08,810
We wanna reduce our stress

2300
01:46:08,810 --> 01:46:10,923
as well as the stress of the kids.

2301
01:46:12,030 --> 01:46:15,520
And that these symptoms are
their attempt to self-regulate.

2302
01:46:15,520 --> 01:46:18,903
And again, repeating, they
tend to be maladaptive.

2303
01:46:22,390 --> 01:46:27,323
So what neural pathways does
traditional discipline create?

2304
01:46:28,650 --> 01:46:30,480
I often think about what kids would,

2305
01:46:30,480 --> 01:46:32,050
what language kids might use

2306
01:46:32,050 --> 01:46:34,120
to describe their school experience,

2307
01:46:34,120 --> 01:46:38,530
who are chronically struggling

2308
01:46:38,530 --> 01:46:41,430
and are being disciplined
as a result of that.

2309
01:46:41,430 --> 01:46:45,590
There's a handout in the
documents that Amy shared earlier

2310
01:46:45,590 --> 01:46:47,260
called "How Do Youth View Discipline?"

2311
01:46:47,260 --> 01:46:48,720
It's a really helpful reframe

2312
01:46:48,720 --> 01:46:51,103
in understanding of how
they see discipline.

2313
01:46:52,350 --> 01:46:55,700
And there's extensive
literature that documents

2314
01:46:55,700 --> 01:47:00,610
that children who experience
these exclusionary practices,

2315
01:47:00,610 --> 01:47:01,760
are far at greater risk

2316
01:47:01,760 --> 01:47:04,540
of entering the juvenile justice system

2317
01:47:04,540 --> 01:47:06,400
compared to peers who haven't.

2318
01:47:06,400 --> 01:47:08,360
So we really wanna be
thoughtful about that.

2319
01:47:08,360 --> 01:47:10,660
So we want to not use shame and isolation.

2320
01:47:10,660 --> 01:47:12,400
We wanna invite membership.

2321
01:47:12,400 --> 01:47:15,900
We wanna avoid reenactment
and disenfranchisement,

2322
01:47:15,900 --> 01:47:17,860
and we wanna teach social
emotional learning.

2323
01:47:17,860 --> 01:47:19,560
We don't wanna punish and exclude.

2324
01:47:20,840 --> 01:47:24,380
So we wanna move to a needs-based approach

2325
01:47:24,380 --> 01:47:26,703
versus a compliance-based approach.

2326
01:47:27,760 --> 01:47:30,523
Compliance-based approaches
tend not to teach.

2327
01:47:31,430 --> 01:47:35,320
They tend to be more, again, punitive,

2328
01:47:35,320 --> 01:47:38,980
and we wanna move to a repair
model versus a rule violation.

2329
01:47:38,980 --> 01:47:41,750
So if a kid violates a rule,

2330
01:47:41,750 --> 01:47:43,860
what do we need to do all of us

2331
01:47:43,860 --> 01:47:47,940
to repair the damage or
the harm that's been done?

2332
01:47:47,940 --> 01:47:49,830
And when I think of
kids who violate rules,

2333
01:47:49,830 --> 01:47:52,350
I want to look at the whole
environment, not just the kids.

2334
01:47:52,350 --> 01:47:55,840
So what was going on in their
classroom or in the hallway,

2335
01:47:55,840 --> 01:47:57,930
what was going on with me at the time?

2336
01:47:57,930 --> 01:47:59,157
What were all of the,

2337
01:48:01,273 --> 01:48:03,870
what were all of the environmental stimuli

2338
01:48:03,870 --> 01:48:06,230
that influenced this child to struggle?

2339
01:48:06,230 --> 01:48:09,853
And how can we learn from that
and change it for next time?

2340
01:48:11,030 --> 01:48:15,060
So if we think about shifting
mindset to shift practices,

2341
01:48:15,060 --> 01:48:18,010
just a little bit of the uninformed view

2342
01:48:18,010 --> 01:48:20,603
versus the trauma-informed view,

2343
01:48:23,530 --> 01:48:25,980
we wanna stress that
when we shift our lens,

2344
01:48:25,980 --> 01:48:29,410
we shift our perspective from blame

2345
01:48:29,410 --> 01:48:32,880
and well, to more of a
collaborative response

2346
01:48:32,880 --> 01:48:35,320
to trying to find solutions to challenges.

2347
01:48:35,320 --> 01:48:38,423
That these kids' actions
are motivated by survival,

2348
01:48:40,480 --> 01:48:42,630
that we're potentially
activating their stress

2349
01:48:42,630 --> 01:48:44,170
through our environmental stimuli,

2350
01:48:44,170 --> 01:48:47,350
which again, could be anything
from the tone of my voice,

2351
01:48:47,350 --> 01:48:49,800
to the lighting in the classroom.

2352
01:48:49,800 --> 01:48:53,200
We wanna avoid disconnection
and marginalization, as I said.

2353
01:48:53,200 --> 01:48:55,190
We wanna avoid power struggles.

2354
01:48:55,190 --> 01:48:57,670
A really great way to show
a kid you're out of control

2355
01:48:57,670 --> 01:48:59,490
is engage in a power struggle with them.

2356
01:48:59,490 --> 01:49:00,853
So let go of the rope.

2357
01:49:03,410 --> 01:49:06,810
Also wanna think about reframing
motivation and behavior.

2358
01:49:06,810 --> 01:49:09,470
In the applied behavioral analysis world,

2359
01:49:09,470 --> 01:49:12,100
which I appreciate and
respect a great deal,

2360
01:49:12,100 --> 01:49:14,220
we talk about functions of behavior

2361
01:49:14,220 --> 01:49:15,570
being seeking attention,

2362
01:49:15,570 --> 01:49:20,570
or avoiding or escaping an
activity or an expectation.

2363
01:49:23,920 --> 01:49:26,570
But in the trauma-informed view,

2364
01:49:26,570 --> 01:49:28,970
one of the re-frames I
like to do about this is,

2365
01:49:30,020 --> 01:49:32,713
we always think about
kids are seeking safety,

2366
01:49:33,840 --> 01:49:36,240
as opposed to just seeking attention

2367
01:49:36,240 --> 01:49:38,780
and that they're avoiding danger.

2368
01:49:38,780 --> 01:49:41,250
So if they're not doing a task
that you've asked them to do,

2369
01:49:41,250 --> 01:49:43,680
an academic task that
you've asked them to do,

2370
01:49:43,680 --> 01:49:46,790
it may 'cause it's
eliciting a sense of shame

2371
01:49:46,790 --> 01:49:50,090
and a lack of success
or potential failure.

2372
01:49:50,090 --> 01:49:52,180
And so they're avoiding that danger

2373
01:49:52,180 --> 01:49:54,840
or that consent what seems to
be attention seeking behavior

2374
01:49:54,840 --> 01:49:57,710
may be a way for them to
try to promote safety.

2375
01:49:57,710 --> 01:50:00,220
We wanna think of the function
of behavior absolutely,

2376
01:50:00,220 --> 01:50:02,500
but also what's the feeling
behind the behavior?

2377
01:50:02,500 --> 01:50:04,000
Often the feeling behind the behavior

2378
01:50:04,000 --> 01:50:05,780
of kids who've experienced
developmental trauma,

2379
01:50:05,780 --> 01:50:07,780
is they're afraid.

2380
01:50:07,780 --> 01:50:10,830
And when we think of it
in that framework of fear,

2381
01:50:10,830 --> 01:50:13,180
we can be more activated to intervene

2382
01:50:13,180 --> 01:50:15,500
from a compassionate relational place

2383
01:50:15,500 --> 01:50:18,483
rather than a punitive exclusionary place.

2384
01:50:21,930 --> 01:50:22,763
So I also wanna just

2385
01:50:22,763 --> 01:50:25,560
the social discipline window very quickly.

2386
01:50:25,560 --> 01:50:27,550
We wanna be thinking about doing with,

2387
01:50:27,550 --> 01:50:30,383
focusing on doing with,
because if we do to,

2388
01:50:31,300 --> 01:50:32,990
we activate their defense system

2389
01:50:32,990 --> 01:50:35,680
and we deactivate their attachment system.

2390
01:50:35,680 --> 01:50:37,760
If we don't do, we're reenacting trauma,

2391
01:50:37,760 --> 01:50:40,100
where we possibly are
reenacting the neglect

2392
01:50:40,100 --> 01:50:42,320
that they experienced very early on

2393
01:50:42,320 --> 01:50:44,290
when their brain was developing.

2394
01:50:44,290 --> 01:50:46,380
We do for, we just empower

2395
01:50:46,380 --> 01:50:48,520
and we promote a poor self-concept,

2396
01:50:48,520 --> 01:50:50,220
which is something that's pretty instilled

2397
01:50:50,220 --> 01:50:51,810
in these kids already.

2398
01:50:51,810 --> 01:50:53,900
But when we do with, we empower,

2399
01:50:53,900 --> 01:50:55,810
we foster relationship,

2400
01:50:55,810 --> 01:50:59,860
and we activate their attachment system.

2401
01:50:59,860 --> 01:51:01,640
Think about the consequences.

2402
01:51:01,640 --> 01:51:04,903
They can be done in the context
of caring relationships,

2403
01:51:06,340 --> 01:51:08,840
enforcement of rules and
consequences with accountability

2404
01:51:08,840 --> 01:51:11,450
can be done when you still have strong,

2405
01:51:11,450 --> 01:51:13,083
compassionate relationships.

2406
01:51:14,180 --> 01:51:17,660
And we want kids to have
accountability and responsibility.

2407
01:51:17,660 --> 01:51:20,780
This is why we talk a lot about
using restorative principles

2408
01:51:20,780 --> 01:51:22,840
and practices to helping kids

2409
01:51:22,840 --> 01:51:27,200
so that they can gain agency and mastery

2410
01:51:27,200 --> 01:51:32,200
in developing and practicing
adaptive coping strategies

2411
01:51:32,830 --> 01:51:35,190
when they are engaging in behaviors

2412
01:51:35,190 --> 01:51:38,480
that are in violation of
rules or expectations.

2413
01:51:38,480 --> 01:51:40,670
Finally, I just wanna say that,

2414
01:51:40,670 --> 01:51:43,380
think about how are we gonna
rewire their neural networks

2415
01:51:43,380 --> 01:51:45,500
and understanding that
a lot of the behavior

2416
01:51:45,500 --> 01:51:47,430
that these kids express to us

2417
01:51:47,430 --> 01:51:51,550
are a result of abnormally
developed neural networks

2418
01:51:51,550 --> 01:51:53,953
or incompletely developed neural networks.

2419
01:51:55,250 --> 01:51:57,080
So we want policies in schools

2420
01:51:57,080 --> 01:52:00,483
that are gonna support
creative learning environments,

2421
01:52:01,630 --> 01:52:05,810
and that are gonna promote
across all three tiers,

2422
01:52:05,810 --> 01:52:09,230
opportunities to rewire or
re-circuit neural pathways

2423
01:52:09,230 --> 01:52:11,453
so that they are more
adaptive and healthy.

2424
01:52:12,620 --> 01:52:15,670
You need to activate a neural
network in order to change it.

2425
01:52:15,670 --> 01:52:18,010
So you can't learn to play the
piano just by looking at it.

2426
01:52:18,010 --> 01:52:19,920
You have to practice it.

2427
01:52:19,920 --> 01:52:22,330
Slow it down, push the pause button,

2428
01:52:22,330 --> 01:52:25,763
really think about regulation
before you go into reason.

2429
01:52:28,370 --> 01:52:31,510
Just really exaggerate your interventions

2430
01:52:31,510 --> 01:52:33,450
and understand that you're gonna need

2431
01:52:33,450 --> 01:52:37,343
a great deal of repetition in
order for it to be successful.

2432
01:52:38,290 --> 01:52:43,150
Tons and tons and tons and
sometimes frustrating repetition.

2433
01:52:43,150 --> 01:52:45,380
And also our active memory,

2434
01:52:45,380 --> 01:52:49,220
it fills up about 15 seconds
and then we dissociate,

2435
01:52:49,220 --> 01:52:50,740
and then we come back online

2436
01:52:50,740 --> 01:52:53,370
and the brain starts to trickle stuff

2437
01:52:53,370 --> 01:52:55,520
into our short-term memory.

2438
01:52:55,520 --> 01:52:56,560
And then, like I said,

2439
01:52:56,560 --> 01:52:58,060
kids who've experienced
developmental trauma,

2440
01:52:58,060 --> 01:53:00,910
have a lot of disruption
with sequential thinking

2441
01:53:00,910 --> 01:53:02,960
and their working memory is compromised.

2442
01:53:02,960 --> 01:53:04,520
So just another reason to remember,

2443
01:53:04,520 --> 01:53:07,120
I need to repeat this so many times

2444
01:53:07,120 --> 01:53:10,223
for this kid across all three tiers.

2445
01:53:11,220 --> 01:53:13,490
And we also retain about
10% of what we hear.

2446
01:53:13,490 --> 01:53:15,640
So hopefully you got a
little more than 10% of this,

2447
01:53:15,640 --> 01:53:17,900
but that's another thing
to remember as well.

2448
01:53:17,900 --> 01:53:20,970
So we need multimodal instruction.

2449
01:53:20,970 --> 01:53:22,763
And finally think about dosing.

2450
01:53:23,630 --> 01:53:26,550
Again, that's dipping toes in distress

2451
01:53:27,640 --> 01:53:30,530
in order to heal and build resilience,

2452
01:53:30,530 --> 01:53:32,770
doing it in small increments.

2453
01:53:32,770 --> 01:53:36,520
And also being really compassionate about,

2454
01:53:36,520 --> 01:53:38,620
just because a kid did it yesterday,

2455
01:53:38,620 --> 01:53:40,290
doesn't mean they can do it today.

2456
01:53:40,290 --> 01:53:42,500
Just because a kid did
it five minutes ago,

2457
01:53:42,500 --> 01:53:44,250
doesn't mean they can do it now.

2458
01:53:44,250 --> 01:53:47,340
You may need to back it up, slow it down,

2459
01:53:47,340 --> 01:53:49,000
do some more dosing

2460
01:53:49,000 --> 01:53:52,110
in order for them to practice
the skill or the behavior

2461
01:53:52,110 --> 01:53:56,453
or the academic exercise
that you're teaching them.

2462
01:53:57,451 --> 01:53:58,284
And we wanna have

2463
01:53:58,284 --> 01:54:00,700
as much as possible
contextual opportunities

2464
01:54:00,700 --> 01:54:01,820
for all of this.

2465
01:54:01,820 --> 01:54:04,670
So as much of the behavior that
could be classroom managed,

2466
01:54:04,670 --> 01:54:06,750
that kids can stay in their community

2467
01:54:06,750 --> 01:54:09,760
and strengthen their sense
of belonging membership,

2468
01:54:09,760 --> 01:54:11,870
is really critical.

2469
01:54:11,870 --> 01:54:13,093
And with that said,

2470
01:54:17,180 --> 01:54:19,253
I'm just a minute over. I'm sorry.

2471
01:54:20,310 --> 01:54:21,851
Any questions?

2472
01:54:21,851 --> 01:54:23,684
- A minute is not bad.

2473
01:54:25,090 --> 01:54:27,323
- A lot of work. A lot of listening.

2474
01:54:28,770 --> 01:54:30,023
Great job. Thank you.

2475
01:54:30,940 --> 01:54:32,780
Appreciate it. Appreciate
people hanging in there.

2476
01:54:32,780 --> 01:54:35,680
If you have any questions,
I'll hang on for a few minutes.

2477
01:54:36,820 --> 01:54:38,653
If not, I hope you...