5/7/2019 Australian Childhood Foundation 2019 1 SMART Train the Trainer Refresher 2019 Dr Sonja Vanderaa 7/05/2019 The Australian Childhood Foundation acknowledges Aboriginal and Torres Strait Islander people as the traditional custodians of this land and we pay our respect to their Elders past, present and future. Learning Outcomes: 1. Understand emotional regulation within a developmental continuum; 2. Explore key concepts in the field of family violence; 3. Understand safety in the context of schools and consider practical ways to build safety; 4. Expand your knowledge of current research and your repertoire of resources.
Transcript
5/7/2019
Australian Childhood Foundation 2019 1
SMART
Train the Trainer Refresher 2019
Dr Sonja Vanderaa
7/05/2019
The Australian Childhood
Foundation
acknowledges Aboriginal
and Torres Strait Islander
people as the traditional
custodians of this land
and we pay our respect
to their Elders past,
present and future.
Learning Outcomes:
1. Understand emotional regulation within a developmental continuum;
2. Explore key concepts in the field of family violence;
3. Understand safety in the context of schools and consider practical ways to build safety;
4. Expand your knowledge of current research and your repertoire of resources.
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1. Understand emotional
regulation within a
developmental continuum
Partner conversation
1. What are you looking forward to over the next holidays?
2. Think of a time when someone co-regulated you and you appreciated it.
What helped you to be receptive?
3. Think of a time when someone attempted to co-regulate you
and you didn’t appreciate it. What made it an unhelpful experience?
Self regulation: (v): the ability to monitor and control our own behaviour, emotions, or thoughts, altering them in accordance with the demands of the situation.
J. Cook (2014)
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Self-regulation of emotion
“A large body of data suggests that unconscious affect regulation is more
essential than conscious emotion regulation in human survival functions.”
(Schore, 2012, p. 74)
“There is agreement among both scientists and clinicians that this essential
adaptive capacity evolves in early attachment experiences.” (Schore, 2012,
p.75)
“Resilience in the face of stress is the outcome of secure attachment”
(Schore, 2012, p.438).
Window of Tolerance
Social Engagement- Feels safe and calm
- Able to engage with others- ‘Window of Tolerance’
Social Defence - Fight/Flight/Active Freeze- Body is ‘amped up’ for action
- adrenaline, heart rate, breathing and muscle tension- Very alert and reactive
Social Defence – Immobilised- Body unable to fight so shuts down non-essential systems
- Collapse or submission, dissociation and/or numbness- Loss of bowels, heart rate, breathing and muscle tension
Aro
usal
Symp
athe
tic Hyp
er-aro
usal P
arasymp
athe
tic Hyp
o-aro
usal
Social Engagement- Feels safe and calm
- Able to engage with others- ‘Window of Tolerance’
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“While emotional literacy is an
important part of education, children
will not be able to learn to recognise
their own or the feelings of others until
they have experienced a sensitive,
regulating relationship.
Experience of emotional regulation
comes before understanding.”
(Golding, Fain, Frost, et al. 2013, p. 75)
“… treatment needs to address not
only the imprints of specific
traumatic events but also the
consequences of not having been
mirrored, attuned to, and given
consistent care and affection …” (van
der Kolk, 2015)
Developmental sequence
AttunementCo-
regulationSelf-
regulation
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Attunement activity
Person A: Tell person B about what you did on your favourite holiday.
Person B: Listens
1min – music signal for Person B to look down
Person A: Keep talking until the chime.
The importance of feeling felt
“Show the child through your actions, your facial expressions, and your words, that you see them, you hear them, you get them, at their best and their worst.
When you are willing to sit down in the darkness and the cold with them, holding that space and ever so gently helping them to find their way out, you make love tangible.
Consistency and predictability, experienced over time, help children to know that no matter what they do or say, you will be there, holding strong, no matter how long it takes …” (Flint, 2017)
Reading 1: Read and reflect - which points does your school:- Do well? - Need more support with? (5 mins)
Reading 2: Share with the group:- 3 key points which stood out for you- 1 question/wondering(p.52 – 63)
Research highlight
(Atzil & Gendon, 2017)
Teaching SEL in high schools
• Teachers “feeling incompetent”
• Schoolwide approach, culture of learning
• Opportunities for team planning and support for implementation
• Input and support from school counsellors
• Need support with ongoing challenges of implementation
(Youngblood, 2015)
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Relational Regulation
• Noticing the need for connection
• Noticing the need for space
• Having appropriate strategies for getting these needs met
“I need to go outside to find my frontal lobe”- grade 2 boy.
References - REGULATIONAtzil, S., & Gendron, M. (2017). Bio-behavioral synchrony promotes the development of conceptualized emotions. Current Opinion in Psychology, 17, 162-169.
Armstrong, A. (2011) 4 Key strategies help educators overcome resistance to change. Tools for Schools, 14 (2).
Bohn, J. (2014). Turning resistant teachers into resilient teachers. Building School Morale, 9(10).
Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The Missing Piece: A National Teacher Survey on How Social and Emotional Learning Can Empower Children and
Transform Schools. A Report for CASEL. Civic Enterprises.
Cairns, K., & Stanway, C. (2007). Learn the Child: Helping Looked After Children to Learn: A good practice guide for social workers, carers and teachers . BAAF.
Chetwin, A. (2013). A review of the effectiveness of interventions for adult victims and children exposed to family violence.
Flint, M. (2017). What is love? http://www.childhoodtrauma.org.au/2017/november/what-is-love
Garmston, R., & Wellman, B. M. (1999). The adaptive school: A sourcebook for developing collaborative groups. Norwood, MA: Christopher-Gordon.
National Council for Curriculum and Assessment (2009). Leading and supporting change in schools. Discussion Paper.
Perry, B. D. (2001). The neurodevelopmental impact of violence in childhood. Textbook of child and adolescent forensic psychiatry, 221-238.
Rock, D., & Siegal, D. J. (2009). Your brain at work: Strategies for overcoming distraction, regaining focus, and working smarter all day long. New York,
NY: Harper.
Stewart, C. (2014). Transforming professional development to professional learning. Journal of Adult Education, 43(1), 28
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting Positive Youth Development Through School‐Based Social and
Emotional Learning Interventions: A Meta‐Analysis of Follow‐Up Effects. Child development, 88(4), 1156-1171.
Youngblood (2015). Teachers’ perspectives on implementing social-emotional learning standards.
Women’s Council for Domestic & Family Violence Services (WA) ‘My Safety Plan’ www.kkidssafe.com/safety-planning
Safe Steps ‘Safety Planning for Young People’ https://www.safesteps.org.au/wp-content/uploads/2017/10/safety-planning-for-teens.pdf
Williamson, R., & Blackburn, B. R. (2010). Dealing with resistance to change. Principal leadership, 10(7), 73-75.
What works and doesn’t work engaging with children and families impacted by
family violence?
Engaging families with multiple
and complex needs
- Unconditional positive regard, which involves taking a respectful stance and suspending judgement.
- Emotional literacy, which involves being attuned to and managing your own emotional responses, and recognising and helping to co-regulate others.
- Communication skills, which involve the use of techniques to improve connection, understanding and engagement.
What questions do you hold in mind to guide you
through complex situations?
Where am I in my own window of tolerance?
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REFERENCES
Australian Childhood Foundation (2013). Safe and secure: A trauma informed practice guide for understanding and responding to children and young people
affected by family violence. Melbourne: Australian Childhood Foundation. www.childhood.org.au
Care and Protection Practice Framework http://www.practicecentre.cyf.govt.nz/documents/knowledge-base-practice-frameworks/care-and-protection/care-
and-protection-practice-framework-1-2-11.pdf
Lucas, P. V., Winter, R. E., Hughes, C. J., & Walsh, K. (2016). Increasing men's awareness of the effects on children exposed to family and domestic violence.
Our Watch, Australia’s National Research Organisation for Women’s Safety (ANROWS) and VicHealth (2015). Change the story: A shared framework for the
primary prevention of violence against women and their children in Australia. Our Watch: Melbourne, Australia. https://www.ourwatch.org.au/
Reos (2014). National stakeholder consultation for national perpetrator intervention outcome standards for Australia.
Support, Help and Empowerment (2016). Supporting individuals experiencing family violence: A guide for mental health professionals. www.she.org.au
Victorian Government, Department of Human Services (2012). Families with multiple and complex needs: Best interest case practice model specialist practice resource. http://www.dhs.vic.gov.au/__data/assets/pdf_file/0008/721880/Families-with-multiple-and-complex-needs-specialist-resource.pdf
3. Understand safety in
the context of schools
and consider practical
ways to build safety
Partner conversation
1. What helps you to feel safe in your work environment?
2. When you’ve felt unsafe in your work environment, what helped to restore
your sense of safety?
3. How do you see your role in supporting safety in schools?
