Report CopyRight/DMCA Form For : Supporting Student And Teacher Mental Health
Supporting Student, and Teacher Mental, Paul Dupont Ph D . Counseling Director University Counseling Services. Ellen Gormican MPH, Victim Advocate and Survivor Support Coordinator Office of Health Promotion and Wellness. Lori Bokowy M Ed, Interim Mental Health Outreach Coordinator Office of Health Promotion and Wellness. Workshop Objectives, Review signs symptoms indicating that students may be struggling. with a traumatic response, Provide tools for integrating trauma informed accommodations into. the classrooms, Discuss pros cons risks of assisting emotionally distressed students. Provide guidance on deciding if and how to intervene. Discuss the importance of boundaries and how to care for oneself. Provide time for Q A, Trauma the, Impact on Students. Ellen Gormican MPH, Victim Advocacy Survivor Support Coordinator. gormicae uwm edu 414 229 4582, Trauma at a Glance. Almost half 47 9 of the U S s children have experienced at least one or. more types of serious childhood trauma, 22 6 of U S youth age 12 17 have experienced two or more types of. childhood trauma percentages range by state from 23 44 . Incidence of childhood trauma is directly linked to the adult onset of chronic. diseases including , Mental illness, Addiction, Autoimmune disorders. Future victimization, ACEs rarely occur in, isolation . If you have 1 ACE you are 95 more, likely to have more than one If you. have 2 you re 82 more likely to, have moreAdditional ACEsetc . than two , If , you had , A battered mother 95 82 64 48 52. Trauma and the Brain, Children and young adults who experience trauma often develop a faulty. stress response, The Stress Response , All humans experience stress and the same stress response. The human stress response is a automatic reaction to a overwhelmed brain. Biological purpose is to guarantee survival fight flight freeze. Can be triggered by accumulated stress work poverty relationship strife because. the brain is overwhelmed, TRAUMA an experience that overwhelms the individual s ability to cope. The Stress Response, The human brain, develops from back to and. front Prefrontal, Limbic Cortex, Completes development Midbrain. 25 28 years old Region, All three regions work Survival. together to stay alive , have experiences we feel, and sense make. meaning of those, experiences, Cognitive Shutdown. Brain development goes back to front , cognitive shutdown goes front to back. Very simply 2, 3 goes first 1, 2 goes second, 1 is what is left alert as long as. possible in order to keep you safe, Stress Response. FIGHT while you are still able to use your executive functions. FLIGHT while you are still able to feel emotion. FREEZE both frontal and midbrain functions have slowed or stopped. FAINT lost consciousness, Our responses typically follow the order of cognitive shut down. During the Stress Response , We cannot make rational decisions. We cannot analyze a situation, We cannot learn new concepts ideas. We react automatically influenced by life experience . Emotional responses may not match situation over or under reaction. Our memories are fragmented without full context. How can this impact a student , Common Immediate Trauma. EMOTIONAL PHYSICAL, Numbness and detachment Nausea gastrointestinal distress. Anxiety severe fear Sweating or shivering. Guilt shame Faintness, Mania Muscle tremors uncontrollable shaking. Anger Elevated heartbeat respiration and blood. Sadness pressure, Helplessness Extreme fatigue exhaustion. Disassociation feeling outside one s body Greater startle response. Disorientation Depersonalization, Denial, Common Delayed Trauma. EMOTIONAL PHYSICAL, Irritability and or hostility Sleep disturbances nightmares. Depression Somatization increased focus on and. worry about body aches and pains , Mood swings instability. Appetite and digestive changes, Anxiety e g phobia generalized . Lowered immune response, Fear of trauma recurrence. Persistent fatigue, Grief reactions Elevated cortisol levels fight or flight. Shame hormone , Fragility vulnerability Hyperarousal. Emotional detachment Long term health effects including heart . liver autoimmune disease, Finding Success in College. What is needed Common trauma impact, Organization Creating chaos. Self direction Low self image what s wrong with me . Pre planning Tethered to the past, Focus Difficulty with memorization focus planning. Healthy coping skills for the future multitasking. Identity development Using unhealthy coping skills. Future outlook See world as adversarial unresolved. Supportive networks resentments and anger, Emotional management Quick emotional responses based in survival. Healthy risk taking Difficulty making decisions. Chronic fear hyper vigilant, Promoting Student Resiliency. What educators identify as maladaptive behaviors are often misapplied. survival skills unhealthy coping skills work . Being admitted to college demonstrates an existing level of post . traumatic growth and potential for success, You have the power to help a student build their resiliency by being a. supportive adult in their life, Trauma Informed vs Safe. Popular media has negatively portrayed the idea of safe spaces . Through a trauma informed lens safe spaces are NOT about. Policing 1st amendment rights for instructors or students . Shielding students from hearing or talking about difficult topics. Shutting down discussions involving violence race gender oppression etc . Has anyone had experiences with teaching potentially sensitive. topics material How did you handle that , Classroom Tools. Five Core Values of Trauma Informed Services, 1 Safety physical and emotional. 2 Trustworthiness, 3 Choice Control, 4 Collaboration. 5 Empowerment, 6 Cultural Responsiveness, 1 SAFETY. Safety is not just eliminating imminent physical harm. Folks with trauma histories are often hypervigalent constant low level. fear see threats everywhere, Students my request seating near the exit or ask you to intervene on their. Content warnings for potentially difficult topics encourage self care. Allow students to opt out of certain discussions give alternative work. How to you communicate yourself to students Authoritarian vs partner. 2 TRUSTWORTHINESS, Follow through and Clarity, Do you make yourself available Do you treat students as individuals when possible . Do you answer emails promptly , Clear and concise directions information. Confidentiality, Be VERY CLEAR about your reporting obligations. Have resources available for confidential support. Boundaries, Maintaining appropriate boundaries is the instructor s responsibility. Acknowledge your role you are not their friend counselor advocate. Beware of self disclosure this is a delicate balance ask yourself if the disclosure. primarily benefits YOU or the student, 3 CHOICE CONTROL. Students are the experts on their lived experience and what works best. When possible give options for assignments group individual . written typed format presentation essay , Are rules overly rigid Are consequences necessary or arbitrary . Understand that not every student has the same choices available or. access to the same resources, Many students also work have families are caretakers etc cannot attend office. hours that are at one specific time , 4 COLLABORATION. Do you elicit student opinions or feedback about specific assignments . formats content , Be aware of power dynamics Instructors inherently have more. power Survivors can be particularly reactionary to this dynamic. Resistance student may be combative or uncooperative. Overly compliant student may be fearful of stating true feelings concerns. Self Reflection do you view the student instructor relationship as. collaborative , 5 EMPOWERMENT restoring, Strengths based approach acknowledge that each student has. different skills and abilities, provide formats that can showcase this variety. Express realistic optimism about students capacity. Encourage students to seek out help and provide multiple resources. Encourage student to prioritize themselves there is strength in a survivor. choosing themselves over any outside expectation, Do not focus or linger on any unhealthy skills or behaviors you identify. as problematic, Remember your role remember boundaries. 6 CULTURAL RESPONSIVENESS, Does not require that you are an expert in every culture. Acknowledge that culture has direct and lasting impact on how students . Interact with instructors perceive authority, Ask for help. Disclose personal experiences, Interpret various forms of communication physical facial verbal . Instructors worldview has been shaped by their culture. If you are not sure what a student needs ASK what would be helpful for. Do not make assumptions about a student s identity. Be aware of your own verbal and non verbal comments reactions e g a. male student discloses sexual assault what is your reaction . TAKEAWAYS, A trauma informed educator never forgets that students bring their entire. lives into the classroom every day, Trauma experiences especially at critical times in brain development have. varied but often profound impacts on the individual. The college lifestyle regime often requires the very skills that are. underdeveloped in student with a significant or recent trauma history. Giving students options maintaining clear expectations and boundaries and. acknowledging their lived experiences is not hand holding it teaches the. student that it is beneficial to advocate for themselves. Supporting Student, Wellness and Assisting, Students in Distress. Can We Talk To Students About Their, Emotional Health . Approved by all for governance bodies and administration . Some would argue that we should , Get permission from student and be aware of power differential . Be cautious, Should we talk with, students Pros, Might be only one who will assist student . Could be a student at risk , Could be very good outcome for student . Could break down stigma and resistance , Personal satisfaction. Should we talk with students , more Pros , The big picture of need . Higher levels of distress in national studies . HS Senior Study UCLA 2014 , CIRP College Freshman Senior surveys 2010 2014 . Anxiety 1 issue for students seeking treatment. High levels of distress locally UWM , NCHA survey 2015 12 3 seriously considered suicide in the last year . Healthy Minds survey 2013 half of the students screening positive for depression or. anxiety not getting services , Higher acuity of UWM students seeking counseling broader . Should we talk with, students Cons , Takes time and effort . Might need to develop a skill set , Must overcome any fears anxieties . There may not be resolution resulting in anxiety or frustration. We may be burnt out , Should we talk with, students Risks. Opening Pandora s Box , Student continues to seek support from you despite referral . Find yourself with a suicidal student , Continuum of suicidal thinking. Most with suicidal ideation do not pose any immediate risk. Recommendations for, Intervening , Do intervene or find someone else who can . At least express observations concerns and willingness to provide. some resources , Doesn t have to be a lengthy conversation . Be open and honest if unable to provide more, Direct to those that can. Special Issues with Online, students , Very difficult to have sensitive conversation online or via email . Time period between communications can be long . Trouble knowing available resources for students at a distance . Student may know , See cards and handout for national phone resources . University Counseling Services can look up local resources . Online only students not eligible for UCS or Norris services. Should I talk with student s at, this point , Start with two questions . Am I in a state of mind that I can respond . Can I set and keep appropriate boundaries , Reaching Out to Students in Distress. video clip , Campus Resources, Referral University Counseling Services UCS . Supporting Student and Teacher Mental Health. Paul Dupont, Ph.D. Counseling Director, University Counseling ServicesEllen Gormican, MPHVictim Advocate and Survivor Support Coordinator, Office of Health Promotion and Wellness. ... Keep in mind, each situation is unique.