Articles

Muddled Minds, Battered Bodies and Sinking Spirits

Working with Traumatized Students

By

Noel R. Love 

It is tiresome watching the news (24 hours a day), reading the newspaper or just hearing about the tragedies on the other side of the planet.  There was a time when people were impacted only by the trauma in their tribes, villages or communities.  Now, instant information and shrinking the size of the world bring so many more tragedies to our table.  We know trauma is not new; for centuries people have struggled with and dealt with its impact on their lives.  What is different today is the increased risk factors and reduced or absent protective factors.     

Today schools deal regularly with trauma and educators need effective tools and strategies.  Educators wear a tool belt containing their varied and numerous tools (skills and methods) used routinely.  A variety of ways to respond to trauma are vital tools that need to be added to the belt.  You never know when the right one will come in handy. In this article, trauma will be viewed from the point of view of the impact it has on grades, attendance and behavior and will not be an attempt to provide clinical information about therapy or treatment; this is not the information schools need.   We will take a look at what trauma is, how it appears at school, and recognize some tools that can be used when dealing with a student who has been traumatized. 

Drawing a Picture of Trauma
By definition, trauma is the sudden and often unexpected occurrence of an emotionally staggering or destructive event.  Strong feelings are spawned, quite often without the person's awareness.  When the trauma is chronic (occurs over an extended period), children can develop Post Traumatic Stress Disorder (PTSD), exacerbating the existing symptoms that already exist.  There is a difference between trauma and PTSD, even if vague.  A divorce provokes different levels of trauma than does repeated violence in the home, or the witnessing a suicide attempt by a loved one (which doesn't necessarily result in PTSD).   This article will list signs and symptoms most often seen with trauma and PTSD because both can happen to young people.  However, the main focus is on the trauma students most often experience and bring to school.  

It Gets Most of Us Eventually
How many students in any American classroom experience some form of trauma?  The question is somewhat rhetorical since trauma is so common it doesn't seem to warrant any attempt to prove it with hard data.  Those who work with youth know anecdotally that trauma hits a great number of kids.  But, how many?  First we need to establish what is considered trauma.  Physical trauma is apparent and can include a loss of a limb, a major injury resulting from violence, crushed or maimed bodies resulting from car wrecks, severe burns or war wounds.  But what about emotional trauma?  Issues such as sexual abuse and physical abuse are clearly traumatic.  Absolutely no question there!  But is it traumatic to live through the parents' divorce?  After all, fifty percent of marriages end in divorce in this country.  Certainly something as common as a family splitting up can't be that traumatic; or can it?  Those who have survived one (or two, three...), might strongly argue with this conclusion.  Trauma comes in many forms, sometimes even disguised as something desired. 

Choking Gulps, Caustic Sips and Icebergs
We know children need safe homes and communities, structure and boundaries, healthy role models and a healthy relationship with an adult other than the parents.  They need to be valued by society, to attend caring schools, to engage in service activities and to be secure in their surroundings and neighborhoods.  More than ever before, the lack of protective factors and developmental assets makes it more difficult to handle trauma.  It is no exaggeration to say that by the age of eighteen, most people will experience some level of trauma.  The American Journal of Public Health (Volume 90, Number 1) reports that more than one in four U.S. children (19 million children or 28.6 percent) are exposed to a home impacted by the disease of alcoholism; a home where hopes are often dashed, dreams shattered, promises broken, and trust destroyed. The American Academy of Child & Adolescent Psychiatry states that sexual abuse of children is reported more than 80,000 times annually.  Experts believe this is the tip of the iceberg.  It is speculated that up to one-third of children in the U.S. will at some time be touched inappropriately by an adult, very often someone well known.  When we include some of the more toxic aspects of our culture such as violence, racism, gang war, bullying and road rage, we see that trauma is sadly a part of our daily lives, taken in either large choking doses, or small caustic sips.  Either way it leaves a bitter taste.  These traumatized students then come to school to learn. 

What Causes Trauma?
The table below isn't expected to add new or revealing information to the reader.  Most know about the things that hurt children.  It is here to emphasize the myriad of issues that are traumatic; supporting the concern that teachers regularly are charged with educating traumatized students, often without that knowledge. 

�         Chemical Dependency �         Divorce �         Racial Prejudice �         Sexual Abuse �         Loss and grief �         Peer Conflicts �         Violence �         Target of Bullying �         Natural catastrophes

�         Physical Abuse �         Mental Illness �         Chronic Illness �         Eating Disorders �         Death �         Chronic Hunger �         Parental Rage or neglect �         Severe Poverty* �         Other (this list could go on)

Overwhelmed or Desensitized?
As educators, including Student Assistance professionals, being overwhelmed by the recurrence of trauma is very understandable; this alone is one of the best arguments for using a Core Team model.  There is support by other team members and the weight of concern is shared by many.  There is a tendency for some adults to take the problem and pain onto their own shoulders.  Some self-protect, pull back or develop a "thick skin".  This is not a problem when infrequent and short-lasting.  What can disable an educator's ability to respond well to trauma is when long-term reactions persist.  Caring about someone who has been traumatized demands emotional energy.  Just hearing or being informed about a person, even strangers who experience trauma can result in being "mini-traumatized". Incidents on television news shows or in the newspaper are digested one at a time and not too sour to chew.  But these can accumulate, creating quite a bit more emotional indigestion than expected.  We can burn out, walk away, quit caring or be sad and discouraged most of the time. 

 

How Not to Kill the Mule - Self Care
Usually self-care is reserved until the end of an article, almost as an afterthought. Its importance begs to be included now.  Being overwhelmed or desensitized are good reasons an individual needs to take care of the mental, intellectual, physical, spiritual and social aspects that make a person whole.  Neglect of any of these seems to diminish our ability to weather the storms of trauma routinely whirling our way.  There are so many ways people self-care that there will be no attempt to capture all in this article.  They include eating healthy, exercising, enjoying a hobby, creating an immediate circle of friends for support, working with a mentor, or taking a vacation (man, this last one really sounds good).   When the burden of someone else's trauma gets too large to swallow, experience has shown that 12-step meetings provide relief very effectively.  A person needs to be able to detach and let go of situations beyond control.  This is a primary intent of meetings such as Adult Children of Alcoholics, Alanon, and Emotions Anonymous.  If the pain eventually gets too intense, it is comforting to know these solutions are available.  It seems though that we often wait until the pain becomes unbearable before reaching out for help. 

About Post Traumatic Stress Disorder (PTSD)

Post Traumatic Stress Disorder is a medically recognized occurrence to a highly stressful situation; either physical or emotional.  The key is recognizing the child experiences tremendous fear or helplessness.  Post Traumatic Stress Disorders can occur with people of all ages and has a damaging affect on school, relationships, interests and mental health.  PTSD in children can occur because of natural disasters (tornadoes, hurricanes, and floods) or those that are man-made such as war, murder, rape, targeted school shootings, car or plane accidents, community-based violence, physical injury such as severe burns, sexual or physical abuse and suicide.  For each, there may be varying degrees on how it affects a person.  We are all different and possess different degrees of resiliency. 

Signs and Symptoms of PTSD
The signs and symptoms listed below are a compilation of what may occur when students experience PTSD. The effects of trauma usually appear within a day to three months after the traumatic event.  With some people it may take years before it manifests.  This delay warns us about assuming that following the trauma the student should be better, no longer displaying symptoms.  The belief that a student is "milking" the situation or malingering just adds insult to injury by rubbing salt into a wound. 

Often the behavior is similar to other trauma, but PTSD tends to last longer and be more difficult to recover from without help.  Potential signs of a person suffering from PTSD are:

• Decrease in activities and other valued enjoyments
• Detachment from others
• Learned hopelessness about the present and future
• Distressing dreams or flashbacks about the event
• Distress at anniversaries of the trauma
• Avoidance of people, places and things associated with the trauma
• Emotional shut down with diminished ability to feel 
• Regression in development such as the need for toilet training or engaging in baby-talk
• Physical and psychological hypersensitivity (not present before the trauma) with at least two of the following reactions:
  • trouble sleeping
  • anger
  • difficulty concentrating
  • exaggerated startle-response to noise
  • physiological reaction to situations that approximate the traumatic event such as:
    • increase in blood pressure
    • rapid heart rate
    • rapid breathing
    • muscle tension
    • nausea,
    • diarrhea

Spinning Too Many Plates
It is believed that on average, people handle roughly five "bits" of information at one time.  These "bits" are synonymous with our ability to perceive and process new information (juggling several plates at once).  When these are available, learning takes place.  For example, when you first learned to drive a standard shift car it probably took more of these "bits" than were available, resulting in confusion, frustration, and discouragement.  Once learned (processed) these bits were restored, allowing you to eat, drink, talk, search for CDs, tune the radio, and scold the kids in the back seat while driving.  Bits come and go as a routine part of our day.  But, traumatic feelings reduce these bits, interfering with learning (perceiving and processing information).  It is like being able to spin five plates at one time and three more are tossed your way.  In the attempt to catch them all, every plate comes crashing down.  The ability to learn is restored when the student finds relief from the feelings; even if only temporarily. 

 

Uh Oh, Here Comes the Anger
Whether resulting from trauma or just a bad hair day, some degree of anger simmers in a large number of people. At times it boils with those who are traumatized, scalding those around.  Though a real feeling, anger is secondary, or a result.  Other feelings come first and convert to anger and/or rage.  For example, a friend betrayed a secret you entrusted and rumors spread, it would most likely result in anger.  Though anger is normal and an expected human reaction; preceding it are feelings such as hurt, betrayal, humiliation, violation, and sadness.  These feelings give birth to anger, nourish it well and sometimes let it stampede, trampling many.  Anger is an effective way to avoid more sensitive feelings.  It deflects those too painful to discuss, or even think about.  When angry, kids often need to vent appropriately.  There are healthy ways of venting that do not have to be hurtful or out of line.  It is best to interact with the student away from peers to minimize the tendency for him to perform.  Pride and ego are right around the corner, just waiting to step in and inflate.  When communicating, it is essential to use active listening skills and it helps to have a connection with the student; trust is essential for a student to even attempt to express feelings. 

Securing Boundaries
Being angry doesn't give permission for the student to be rude, aggressive or combative.  There is a difference between expressing feelings and acting on them.  No one should tolerate being abused, physically or verbally.  Everyone's boundaries need to be honored and respected.  If a student steps over the line with aggression, appropriate action needs to be taken, regardless of the trauma.  Having a reason for the feelings is not an excuse for the behavior. 

Using Words, Tone of Voice, Expression and Posture
Effective interaction at school is not formal therapy or treatment.  It is an attempt to decrease the agitation or distress interfering with learning.  In almost every case, the success of this intervention is based on dialogue or a verbal transaction.  Active listening skills are so vital; they are summarized as a reminder below: 

Most communication is nonverbal:  eye contact, facial expression, posture, gesture, and tone of voice.   This accounts for about 80%-90% of normal communication.  Paraphrasing lets the student know he or she is being heard.  Sounds such as, "uh hu", "go on", "um", encourage the speaker.  Certainly words are important and when poorly chosen can sabotage an attempt to reach a student. Based on the responses, the student should be able to tell the other person is listening. 

 What If Both Could Win?

Interactions between adults and disruptive or acting out students tend to lean towards the "I win, you lose" style of communicating, where the adult displays power and the student submits (or is supposed to.).  Some kids do not submit very easily and would rather go down in flames than give in.  Power struggles leave someone defeated, usually the student.  Interactions that are based on a win-win outcome meet the needs of both.  The hierarchy is maintained for the teacher and the student is appropriately empowered (which goes a long way towards healing).  Below are some examples of interactions between a teacher and a student. 

Scenario:  A student in class constantly gets out of his chair, disrupting others.  He refuses to do his assignment and if in the seat often appears to sleep.   

The Reactive Teacher:  "I told you at least a hundred times to get back in your chair.  Do you want me to make a referral, or for me to get Mr. Smith to deal with you?" 

The response is predictable.  A power struggle has ensued; the student is backed into an emotional corner often with an entire class disrupted.  To resolve, the adult wins and the student loses!  Better than the other way around, but not the only choice.  Taking the exact same situation, the entire interaction can be much more pleasant and effective.  Important needs such as validation, acceptance and respect are vital ingredients when working with traumatized kids.  The conversation might look something like this:

Teacher:  "I noticed you're having a difficult time staying in your chair today as well as working on your assignment.  You seem a bit agitated, maybe even upset about something.  Is there anything I can help you with?"

 This method works to prevent an immediate and automatic defensive posture by the student.  An "I win, you win" approach is beneficial even if the student refuses to interact.  If he doesn't respond well to this style, it is doubtful the student will respond well to being challenged and threatened.  At the very least, the rest of the class observes a student being treated with respect and dignity rather than power and control.

A Solution-Focused Approach

Reframing is taking a troubled situation and shifting it from the "what is wrong" mindset to a "what was done right" perspective.  This does not let the student off the hook; kids do need to be accountable for their actions. It does promote solutions, rather than failures.  Below are several examples of statements from two teachers contrasting these two very different styles. 

 

1^st Scenario: A student who has a pattern of being tardy just walked into the classroom late.   

Teacher:  "How come you're always late for my class? Everyone else gets here on time!  What's the problem?"

Reframed:  "When you come to my class on time, what is it you do that gets you here?  I know you figured out a way to be on time.  I've observed that you arrive on time a lot!"

 

2^nd Scenario:  In frustration, a student threatens to quit school and says, "I'm through with this place; tomorrow I'll quit school and get my G.E.D.  This class blows!"

Teacher:  You might just as well quit with that attitude!  I'd say it is your attitude that's a problem around here, not my class!  You wouldn't know anyway; you are always causing me trouble and you never pay attention."

Reframed: "I can see you are frustrated.  You were talking about your hope for graduation; what changed?  There was a time you enjoyed coming to my class?  What do you think made it okay then?"

3^rd Scenario:  A student makes a physical threat about another student who betrayed her confidence saying, "I'm sick and tired of her running her big mouth! I'll shut it for her since she can't do it herself.  I'm going to kick her tail up and down this hallway".

Teacher:  "If you say something like that again young lady, I'll not only send you to the office, I'll call your parents.  We have a zero tolerance policy here and will call the police.  You'll be arrested.  Is that what you want?  Huh?"

Reframed:  "It sounds like you are really feeling betrayed by someone you trusted and are struggling with how to best respond.  Other than fighting, what needs to happen to make things better?"

Reframing may appear to be too "touchy-feely" or syrupy for some, but it works with many students, not just those traumatized.  It takes no more time to reframe a statement than it takes to control and overpower.  Reframing is not a magic bullet and some students need much more intervention than a one-on-one interaction.  When attempts have failed to redirect or interrupt a student's behavior or attitude, a referral (identification) to the Student Assistance Program is appropriate.  The student may be displaying similar behavior in all classes, or just one.  This is important information when screening and developing an intervention plan.  This plan could possibly include participation in a support group, meeting with the counselor, parent meeting, getting a mentor or resolution by peer mediation.

 

Summary

Our popular culture has changed dramatically over the last few decades, resulting in more trauma and tragedy.  Traumatic events will happen whether man-made or natural.  Schools are asked to do more today than at any time in this country's history.  It is expected that every student be reached, including those sinking from trauma.  Yet, trauma interferes with a student's performance, regardless of the quality of teaching. When ignored, the signs and symptoms of trauma persist, impacting the student teacher and classmates.   

Understanding and effective response to trauma has become a necessity for educators from all grade levels.  Not only do schools need to recognize and respond to trauma, students need to learn how to deal with the tragedies, difficulties and disappointments that will inevitably come their way.  By helping the student move past the trauma while at school, we not only reduce the distress and increase the learning; with a solution-focused approach we teach life skills that will be utilized for the rest of the student's life.  And, that sounds like a win-win situation for us all.