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Trauma & Resilience: Implications for Education
Trauma & Resilience: Implications for Education
An Interdisciplinary Conference to Investigate How We Can Better Reach New
York City’s Disconnected Youth through Education and Mental Health
Dr. Caroline S. Clauss-EhlersAssociate Professor of Counseling Psychology
Graduate School of Education, Rutgers UniversityPrivate Practice, New York, New York
An Interdisciplinary Conference to Investigate How We Can Better Reach New
York City’s Disconnected Youth through Education and Mental Health
Dr. Caroline S. Clauss-EhlersAssociate Professor of Counseling Psychology
Graduate School of Education, Rutgers UniversityPrivate Practice, New York, New York
Scenario 1Scenario 1
The Case of AdeliaA high school freshman adjusting
high school life
The Case of AdeliaA high school freshman adjusting
high school life
Scenario 2Scenario 2
The case of MarielisaA high school senior transitioning
to college
The case of MarielisaA high school senior transitioning
to college
Defining TraumaDefining Trauma
Psychiatric trauma -- An experience that is emotionally painful, distressful, or shocking and which may result in lasting mental and physical effects (Medical Dictionary).
Psychiatric trauma -- An experience that is emotionally painful, distressful, or shocking and which may result in lasting mental and physical effects (Medical Dictionary).
Trauma: SymptomsTrauma: Symptoms
Signs of trauma vary and change as a child develops, but trauma symptoms tend to be similar within certain age groups.
Signs of trauma vary and change as a child develops, but trauma symptoms tend to be similar within certain age groups.
Junior and Senior High School Symptoms
Junior and Senior High School Symptoms
Cognitive Problems concentrating, over concern regarding
health Physical
Headaches, vague complaints of pain, development of skin rashes, loss of appetite or overeating
Emotional Depression, anxiety
Behavioral Can’t meet responsibilities, resumes earlier coping
styles, withdraws socially, abuse drugs/alcohol, drop in school performance, sudden changes in attitude/style/relationships
Cognitive Problems concentrating, over concern regarding
health Physical
Headaches, vague complaints of pain, development of skin rashes, loss of appetite or overeating
Emotional Depression, anxiety
Behavioral Can’t meet responsibilities, resumes earlier coping
styles, withdraws socially, abuse drugs/alcohol, drop in school performance, sudden changes in attitude/style/relationships
Factors that Increased PTSD After September 11th
Factors that Increased PTSD After September 11th
Being younger (400% increase) Family member exposed (200%
increase) Female (88%) Prior trauma history (65%) Physical exposure (64%) Identified as Latino/Mixed/Other for
cultural background (22-28%)(Applied Research & Consulting, Columbia University Mailman School of
Public Health & New York State Psychiatric Institute, 2002)
Being younger (400% increase) Family member exposed (200%
increase) Female (88%) Prior trauma history (65%) Physical exposure (64%) Identified as Latino/Mixed/Other for
cultural background (22-28%)(Applied Research & Consulting, Columbia University Mailman School of
Public Health & New York State Psychiatric Institute, 2002)
Relationship Between Factors and School Environment
Relationship Between Factors and School Environment
Youth not going to schoolLatino parents fearful of sending
their children to schoolResponsibilities increased in
response to traumatic experience
Youth not going to schoolLatino parents fearful of sending
their children to schoolResponsibilities increased in
response to traumatic experience
Cultural Implications of Trauma
Cultural Implications of Trauma
Self-blame, gender roles & interpretation of the event (i.e., Latina woman felt she could have prevented the event, wife’s job to sacrifice)
Stigma (i.e., seeking psychological help is only for a “una loca”)
Religious persecution (i.e.,Muslims threatened) Police presence (i.e.,unintentional re-traumatization) Number of sessions limited (i.e., only 3 per family
against cultural value personalismo)
Self-blame, gender roles & interpretation of the event (i.e., Latina woman felt she could have prevented the event, wife’s job to sacrifice)
Stigma (i.e., seeking psychological help is only for a “una loca”)
Religious persecution (i.e.,Muslims threatened) Police presence (i.e.,unintentional re-traumatization) Number of sessions limited (i.e., only 3 per family
against cultural value personalismo)
Resilience to TraumaResilience to Trauma
“Process, capacity or outcome of successful adaptation despite challenges or threatening circumstances” (Masten, Best & Garmezy, 1990, p. 426)
Children develop resilience to traumatic situations in a variety of ways, but support from the family, community and school system can help the child build resilience
“Process, capacity or outcome of successful adaptation despite challenges or threatening circumstances” (Masten, Best & Garmezy, 1990, p. 426)
Children develop resilience to traumatic situations in a variety of ways, but support from the family, community and school system can help the child build resilience
Moving Towards Resilience: Culturally Inclusive Responses to Trauma
Moving Towards Resilience: Culturally Inclusive Responses to Trauma
Cultural Framework Search for the meaning of suffering and
pain in relation to the culture Search for the meaning of death/life in the
culture Traditions may help survivors feel re-
connected
(Clauss-Ehlers, C.S., Acosta, O., & Weist, M.D. (2004). Responses to terrorism: The voices of two communities speak out. In C.S. Clauss-Ehlers & M.D. Weist (Eds.), Community planning to foster resilience in children (pp. 143-159). New York, NY: Kluwer Academic Publishers.)
Cultural Framework Search for the meaning of suffering and
pain in relation to the culture Search for the meaning of death/life in the
culture Traditions may help survivors feel re-
connected
(Clauss-Ehlers, C.S., Acosta, O., & Weist, M.D. (2004). Responses to terrorism: The voices of two communities speak out. In C.S. Clauss-Ehlers & M.D. Weist (Eds.), Community planning to foster resilience in children (pp. 143-159). New York, NY: Kluwer Academic Publishers.)
Moving Towards Resilience: Cultural Inclusive Responses to Trauma
Moving Towards Resilience: Cultural Inclusive Responses to Trauma
Practical Problems Deal with the immediate problems that the
individual is having difficultly handling Build Trust Assist with financial resources Help survivors focus on something tangible
that they can accomplish over the next few days
Practical Problems Deal with the immediate problems that the
individual is having difficultly handling Build Trust Assist with financial resources Help survivors focus on something tangible
that they can accomplish over the next few days
Moving Towards Resilience: Cultural Inclusive Responses to Trauma
Moving Towards Resilience: Cultural Inclusive Responses to Trauma
Specific Cross- Cultural InterventionsReduce isolationRelaxation techniques/MeditationEducation about crisis in culturally
relevant termsCommunity techniques
Eye contact, pace of conversation, body language
Specific Cross- Cultural InterventionsReduce isolationRelaxation techniques/MeditationEducation about crisis in culturally
relevant termsCommunity techniques
Eye contact, pace of conversation, body language
Junior and Senior High School Interventions
Junior and Senior High School Interventions
Provide extra consideration and attention Be available to listen but don’t force students
to discuss experiences Encourage discussion of trauma experiences
among peers Promote involvement with community
recovery work Encourage participation in physical activities Encourage resumption of a regular routine
Provide extra consideration and attention Be available to listen but don’t force students
to discuss experiences Encourage discussion of trauma experiences
among peers Promote involvement with community
recovery work Encourage participation in physical activities Encourage resumption of a regular routine
Influences on Educational Resilience
Influences on Educational Resilience
Classroom Practices 53.3
Home & Community 51.4
Curriculum Design & Delivery
47.2
School-wide Practices & Policies
45.1
State & District Policies (Wang, M et al. Fostering Educational Resilience in Inner-City Schools, 1997)
34.5
Importance of Classroom Practices
Importance of Classroom Practices
Classroom practices Set high standards for all students, lots of
student/teacher interaction, maintain a high level of student engagement, and tailor instruction to the needs of students, create a high achievement classroom setting
Teacher Concern, expectations & role modeling to reduce
academic failure Close teacher/student relationships can reduce
stress and provide support
Classroom practices Set high standards for all students, lots of
student/teacher interaction, maintain a high level of student engagement, and tailor instruction to the needs of students, create a high achievement classroom setting
Teacher Concern, expectations & role modeling to reduce
academic failure Close teacher/student relationships can reduce
stress and provide support
Importance of the FamilyImportance of the Family Despite limited resources and severe hardship,
home environment provides support and resources
Positive factors: positive parent/child relationship(s), family cohesion, assigned chores, responsibilities for the family’s well-being
School attendance & achievement positively influenced by parents who monitor television viewing, read to young children on a daily basis, and express high expectations for academic success
Despite limited resources and severe hardship, home environment provides support and resources
Positive factors: positive parent/child relationship(s), family cohesion, assigned chores, responsibilities for the family’s well-being
School attendance & achievement positively influenced by parents who monitor television viewing, read to young children on a daily basis, and express high expectations for academic success
Importance of CurriculumImportance of Curriculum
Research suggests that the average remedial education program often adds to children’s learning problems
Need learning activities and materials that promote higher levels of thinking and are responsive to student diversity Enhance students’ motivation and promotes
educational resilience
Research suggests that the average remedial education program often adds to children’s learning problems
Need learning activities and materials that promote higher levels of thinking and are responsive to student diversity Enhance students’ motivation and promotes
educational resilience
Importance of CommunityImportance of Community
Communities that promote high moral & academic expectations help foster resilience
Social support helps to increase opportunities for children to develop new interests and skills
Communities that promote high moral & academic expectations help foster resilience
Social support helps to increase opportunities for children to develop new interests and skills
Educational Opportunity Fund Research on College Age Transitions:
A Model for Other States
Educational Opportunity Fund Research on College Age Transitions:
A Model for Other States Educational Opportunity Fund (EOF) programs were
developed in New Jersey to provide access to higher education for financially disadvantaged students who are first- and second- generation college attendees First-generation means neither guardian earned a
baccalaureate degree Second-generation means guardians earned at least one
baccalaureate degree Students must pass this 6-week program in order to
gain admissions to a 4-year college institution
(Clauss-Ehlers, C.S., & Wibrowski, C. (2007). Building resilience and social support: The effects of an educational opportunity fund academic program among first- and second-generation college students. Journal of College Student Development, 24(5), 574-584.)
Educational Opportunity Fund (EOF) programs were developed in New Jersey to provide access to higher education for financially disadvantaged students who are first- and second- generation college attendees First-generation means neither guardian earned a
baccalaureate degree Second-generation means guardians earned at least one
baccalaureate degree Students must pass this 6-week program in order to
gain admissions to a 4-year college institution
(Clauss-Ehlers, C.S., & Wibrowski, C. (2007). Building resilience and social support: The effects of an educational opportunity fund academic program among first- and second-generation college students. Journal of College Student Development, 24(5), 574-584.)
EOF Program InterventionEOF Program Intervention
6-week institute that met 5 days a week for approx. 7.5 hours a day
Supportive components Each student assigned an EOF counselor Counseling on personal and academic issues
Academic components Introduction to college English & math, a
science course in biology or geology, a course on strategies for academic success, public speaking course
6-week institute that met 5 days a week for approx. 7.5 hours a day
Supportive components Each student assigned an EOF counselor Counseling on personal and academic issues
Academic components Introduction to college English & math, a
science course in biology or geology, a course on strategies for academic success, public speaking course
Positive Effects of EOF Positive Effects of EOF
Results indicate that the summer EOF academic institute was associated with significant increases in resilience and participant’s sense of social support from program staff and peers
Results indicate that the summer EOF academic institute was associated with significant increases in resilience and participant’s sense of social support from program staff and peers
ImportanceImportance
If educators and psychologists gain greater understanding of the processes that promote resilience in youth, they will be in a better position to support strengths and coping among all our children
If educators and psychologists gain greater understanding of the processes that promote resilience in youth, they will be in a better position to support strengths and coping among all our children
Q & AQ & A