Psychology, Counseling, Life, Spirituality, Perspective

Archive for the ‘education’ Category

Unpacking Polyvagal Theory: What It Means for Us Daily and How We Can Apply It to Our Educational and Therapeutic Settings

The human nervous system is a marvel of evolution, intricate in design and complex in function. One aspect that has recently gained attention in the realm of psychology and therapy is the polyvagal theory. I have been using polyvagal theory to help my clients understand their behaviors and reactions and it has been a very helpful tool in my practice. It helps alleviate shame and guilt in many instances as the client comes to realize that their nervous often dictates the best course of action when faced with a traumatic event. I wish I had knowledge of this theory when I was teaching young children, as I know it would have helped me frame some of their behaviors differently and would have allowed for more informed interventions.

Developed by Dr. Stephen Porges, this theory provides fresh insights into how our nervous system functions and influences our behavior, emotions, and relationships. Polyvagal therapy, derived from this theory, has promising applications in daily life, therapeutic settings, and even our classrooms. Let’s explore this captivating subject

Deciphering the Polyvagal Theory

Central to the polyvagal theory are three primary systems:

  1. Dorsal Vagal Complex (DVC): Think of this as the system that makes you feel “stuck” or immobile, much like freezing, disconnecting or dissociating.
  2. Sympathetic Nervous System (SNS): This system activates our “fight or flight” response, priming us for immediate action when perceived threats are present.
  3. Ventral Vagal Complex (VVC): This system promotes social connection, feelings of safety, and overall calmness.

Our body fluidly navigates between these states based on external and internal cues, particularly concerning safety or threat perceptions.

Everyday Implications

  • Stress and Coping: On encountering challenges, an individual might lean into the VVC by seeking social support. If the stressor persists, they might transition to the SNS (agitation) and, if overwhelmed, to the DVC (disconnection).
  • Interactions with Others: Recognizing which system is active in someone can foster empathy and enable more understanding interactions.

Therapeutic Insights

  1. Trauma Recovery: For those often feeling “frozen” due to past traumas, polyvagal therapy offers an understanding and awareness of self and delivers techniques to re-engage with the present.
  2. Building Resilience: Understanding these systems equips individuals to develop coping tools and navigate life’s challenges more effectively.

Educational Implications

Polyvagal theory provides educators with transformative tools:

  1. Understanding Classroom Dynamics: Recognizing that a student’s disruptive behavior might be a manifestation of the SNS can shift the intervention from punishment to support.
  2. Creating Safe Learning Environments: By fostering classrooms that consistently signal safety, educators can encourage students to engage more from the VVC, optimizing learning and peer interactions.
  3. Chronic Stress and Dorsal Vagal Engagement: Children living with chronic stress, whether due to poverty, dysfunctional family life, or trauma, might frequently tap into the DVC. Unlike the typical “fight or flight” response, these children might seem “disconnected” or “distant.” Recognizing this allows educators to differentiate between behavioral issues and stress responses, tailoring interventions accordingly.
  4. Trauma-Informed Education: Understanding that a child with trauma history may engage the DVC more than the SNS allows educators to adopt a trauma-informed approach. This means integrating practices that prioritize safety, trustworthiness, choice, collaboration, and empowerment.

Concluding Thoughts

The polyvagal theory provides a profound and practical lens to view human behavior. By embedding its insights into daily life, therapy, and especially education, we can cultivate deeper understanding, foster healing, and promote genuine connection. Whether navigating personal challenges, therapeutic scenarios, or educational environments, the polyvagal perspective is an invaluable compass.

If you are interested in knowing more please email me at: ljbedard.lb@gmail.com. I’d love to share my experience and knowledge with you!

Here are some other resources to further delve into the polyvagal theory, its therapeutic applications, and educational implications:

Books:

  1. “The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-regulation” by Stephen W. Porges
    • An in-depth exploration of the theory by its founder.
  2. “Accessing the Healing Power of the Vagus Nerve: Self-Help Exercises for Anxiety, Depression, Trauma, and Autism” by Stanley Rosenberg
    • Practical exercises centered around the polyvagal theory.
  3. “Trauma-Proofing Your Kids: A Parents’ Guide for Instilling Confidence, Joy and Resilience” by Peter A. Levine and Maggie Kline
    • A guide focusing on trauma-informed approaches in parenting, which can also be insightful for educators.

Online Resources:

  1. The Porges Institute (website)
    • Offers courses, workshops, and information related to the polyvagal theory.
  2. Trauma Informed Schools (website)
    • Focuses on bringing trauma-informed approaches into educational settings.
  3. International Society for Traumatic Stress Studies (website)
    • Provides research, resources, and training focused on trauma.

Workshops & Training:

  1. The Polyvagal Institute
    • Offers workshops and training sessions on the polyvagal theory, both for therapists and educators.
  2. ChildTrauma Academy
    • Provides training and resources focusing on the impact of trauma on child development.

Category:

Adverse Childhood Experiences, education, mental health, polyvagal theory, psychology, Trauma informed teaching, Uncategorized

Tagged with:

Understanding Narcissism: More Than Meanness or Spite. It’s Complicated and Nuanced.

Narcissism, often misunderstood, extends beyond mere meanness or spitefulness. It’s a complex personality disorder that can significantly affect interpersonal relationships.

Narcissism Unveiled

Narcissistic Personality Disorder (NPD) is characterized by a persistent pattern of grandiosity, a deep need for admiration, and a lack of empathy for others. Individuals with NPD often have an inflated sense of self-importance and a preoccupation with fantasies of unlimited success, power, brilliance, beauty, or ideal love.

But let’s be clear: narcissism is not synonymous with someone being merely mean or spiteful. Mean individuals might show deliberate unkindness, while spiteful people might seek to annoy or hurt others out of resentment. Narcissists, however, are distinct in their consistent patterns of self-centeredness, entitlement, and disregard for other’s feelings and needs.

Symptoms of Narcissism

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), published by the American Psychiatric Association, characterizes Narcissistic Personality Disorder (NPD) by the following criteria:

  1. Grandiosity with expectations of superior treatment from others
  2. Fixated on fantasies of power, success, intelligence, attractiveness, etc.
  3. Self-perception of being unique, superior and associated with high-status people and institutions
  4. Needing constant admiration from others
  5. Sense of entitlement to special treatment and to obedience from others
  6. Exploitative of others to achieve personal gain
  7. Unwilling to empathize with others’ feelings, wishes, or needs
  8. Intensely jealous of others and the belief that others are equally jealous of them
  9. Pompous and arrogant demeanor

Please note that according to the DSM-5, for a diagnosis of narcissistic personality disorder to be made, an individual must meet five or more of these criteria.

However, diagnosis should be performed by a qualified professional, as it requires a comprehensive evaluation and the application of clinical judgment.

According to the DSM-5, the prevalence of Narcissistic Personality Disorder (NPD) in the general population is estimated to be approximately 0.5% to 1%. However, it is worth noting that the prevalence might be higher in certain settings such as clinical populations or in certain professions where assertive or dominant traits are highly valued or beneficial.

It’s important to remember that these numbers are estimates, and actual prevalence may vary depending on the population and diagnostic methods used. Additionally, many people with narcissistic traits or behaviors may not meet the full criteria for NPD, and therefore wouldn’t be included in these prevalence estimates.

Understanding the Roots of Narcissism

Although narcissistic personality disorder (NPD) is thought to have roots in a complex interplay of genetic and environmental factors, narcissism the specific causes are not well understood. However, some theories suggest that it can be traced back to early life experiences, particularly those related to one’s caregivers and attachment figures.

One common theory is that narcissism may develop as a response to childhood neglect or abuse, or from inconsistent parenting where care and attention were given unpredictably. For example, parents who are excessively adoring and overindulgent one moment, and excessively critical and dismissive the next, could inadvertently promote the development of narcissistic traits in their children. Over time, these children may learn to overemphasize their own importance and develop a defensive sense of superiority to protect themselves from feelings of inadequacy or insecurity.

Narcissistic individuals often grow up in families where vulnerability is viewed as a weakness. This could lead them to hide their feelings of inadequacy or rejection behind a façade of indifference or superiority. Moreover, narcissists may have faced criticism or dismissal of their emotional needs in childhood, leading to a deep-seated sense of worthlessness. To compensate, they may adopt narcissistic behaviors in an attempt to gain the validation and acceptance they craved but did not receive.

It’s important to note that not everyone who experiences these kinds of childhood circumstances will develop narcissism. Personality development is complex and influenced by many factors, including an individual’s genetic predispositions and their specific reactions to environmental stressors.

As always, diagnosis and understanding of such complex psychological conditions should be left to qualified mental health professionals. If you or someone you know seems to be struggling with symptoms of covert narcissism, it may be beneficial to seek out the help of a licensed psychologist or psychiatrist

Different forms of narcissism

Malignant Narcissist

A malignant narcissist is considered to be more harmful and destructive than an individual with ‘typical’ narcissistic traits. While they share many of the characteristics of NPD, such as grandiosity, a lack of empathy, and a need for admiration, malignant narcissists also exhibit antisocial traits, including a disregard for the rights of others, deceitfulness, manipulation, and a lack of remorse.

Some distinguishing characteristics of malignant narcissists include:

  1. Severe Self-Centeredness: Like individuals with NPD, malignant narcissists believe they are superior to others and have a strong sense of entitlement. However, their self-absorption is typically more extreme and can result in neglect or abuse of those around them.
  2. Lack of Empathy: Malignant narcissists have a profound inability to empathize with others. They are often indifferent to the feelings, needs, or suffering of others and may even take pleasure in causing pain.
  3. Manipulative Behavior: Malignant narcissists are highly manipulative and exploit others to achieve their own ends without remorse or regret.
  4. Aggression and Sadism: Malignant narcissists are often more aggressive than ‘typical’ narcissists and may exhibit sadistic tendencies. This means they derive pleasure from inflicting pain or humiliation on others.
  5. Antisocial Behavior: They may also demonstrate a consistent pattern of disregard for, and violation of, the rights of others. This could include behaviors such as lying, deceit, manipulation, and a lack of remorse for their actions.

Overt Narcissism

Overt narcissists represent the stereotype most people envision when they think of narcissism. They display a grandiose sense of self-importance and superiority, showing off their achievements, expecting praise, and demanding the spotlight. Their need for admiration and lack of empathy for others are readily apparent. Their behavior can be construed as arrogant, envious, and entitled.

Covert Narcissism

Covert narcissists, on the other hand, also known as vulnerable or closet narcissists, may seem like a paradox. Unlike their overt counterparts, covert narcissists might come across as sensitive, introverted, and insecure. However, they share the same core characteristics of narcissism: a sense of entitlement, lack of empathy, and a deep-seated need for admiration.

Unlike the overt narcissist’s conspicuous grandiosity, the covert narcissist’s sense of superiority is less apparent and more insidious. They may present themselves as a victim, misunderstood, or special, fantasizing about their unrecognized talent or uniqueness. They may harbor fantasies of rescuing others, excelling in their field, or finding an ideal love, which in turn, feeds their sense of being ‘special’ or ‘misunderstood’.

Covert narcissists may often feel neglected or overlooked, leading to feelings of resentment and a desire to take revenge on the world that has failed to recognize their superiority. They can be highly defensive and extremely sensitive to criticism, often responding with what is called “narcissistic injury” – intense anger or humiliation.

A covert narcissist may be more difficult to recognize, often leading those in their lives to question their own sense of reality. For this reason, let’s look at a typical portrait of a covert narcissist.

Let’s imagine a character named Faye.

Faye is a striking individual, always immaculately dressed and carrying an air of charisma that’s hard to ignore. She’s vivacious, flirty, and appears to have a wide social circle full of people who are drawn to her charm.

Faye is a master at creating quick, superficial relationships. She starts off strong, showering new acquaintances with attention, praise, and kindness – a process often referred to as “love bombing.” This instant warmth and connection make her irresistible, causing people to quickly consider her a close friend or confidante.

At home, Faye’s controlling nature is more evident. Her partner, often left in the shadows, has long learned to cater to her needs and demands. She sees her partner’s income as her own, spending lavishly on high-end fashion and expensive cosmetic procedures to maintain her appearance. Despite their financial struggles, Faye’s focus remains on her image, viewing her appearance as her ticket to the recognition and admiration she craves.

Criticism is not something Faye handles well. Any comment on her spending habits or behavior is met with instant defensiveness. Faye skillfully flips the conversation, proclaiming herself to be a victim, and accusing others of not understanding her or being envious. This tactic often leaves her partner feeling guilty, further enabling her to maintain control.

Beneath her glamorous exterior and vivacious personality, Faye is an embodiment of a female covert narcissist. Her need for admiration, her lack of genuine empathy, her victim-playing, and her controlling nature all speak to this. Despite her seemingly confident exterior, she is constantly seeking validation from external sources.

Faye has a peculiar way of dealing with illnesses, particularly those of her children. Rather than treating them as unfortunate incidents to be dealt with quietly and privately, Faye seems to exploit these situations as a means to gather sympathy and attention. She dramatically narrates every cough, fever, or rash, presenting each as a near-catastrophic event that she’s courageously managing.

This behavior extends to her own health as well. Faye has a history of exaggerating minor ailments or non-existent ones, turning them into major health crises. She frequently shares these stories with others, weaving narratives of her resilience and bravery in the face of such adversities. These tales are yet another means to elicit admiration and sympathy, positioning herself as the ever-struggling, ever-enduring heroine.

Faye’s tendency to dramatize illnesses serves two key purposes. Firstly, it grants her the attention and sympathy she craves. Each sympathetic nod or concerned comment is a testament to her perceived uniqueness and significance. Secondly, it allows her to maintain control, particularly within her household. Her alleged health issues or those of her children often serve as convenient excuses to evade responsibilities or to justify her excessive spending on health treatments and procedures.

This manipulative exaggeration of illnesses adds another layer to Faye’s covert narcissism. It paints a picture of a woman so entrenched in her need for admiration and control that she willingly distorts reality, turning common incidents into dramatic tales of struggle and survival. It is a strategy that not only maintains her position in the spotlight but also further binds her family to her needs and whims.

Faye’s manipulation extends beyond just illnesses and crises. She has a keen eye for family dynamics and is adept at playing family members against each other. She stokes misunderstandings, miscommunications, and minor disagreements, twisting them into major conflicts. By doing so, she manages to keep everyone off balance and focused on their issues with each other, rather than her behavior.

While Faye claims to be the peacemaker, she is often the instigator, subtly fueling conflicts under the guise of trying to resolve them. This behavior not only keeps her in control but also provides her with a sense of superiority. As family members grapple with their disputes, Faye stands aloof, viewing their struggles as proof of her superiority and their dependency on her.

This behavior is typical of a covert narcissist like Faye. Her constant need for superiority and control drives her to manipulate those around her, turning family relationships into a battlefield of her making. Any threat to her perceived superiority is met with fierce resistance and malice, making it extremely difficult for anyone to confront or challenge her. Her tactics are insidious, often leaving those around her confused, divided, and uncertain about the reality of their experiences.

Faye’s manipulative behaviors are often veiled by her charm and superficial warmth, making it incredibly difficult for those around her to identify her as a covert narcissist. The realization of her true nature can indeed take years, even decades, to fully manifest.

Covert narcissists like Faye are masters of deception. They construct a façade of sympathy, charisma, and victimhood that masks their manipulative and controlling behaviors. Faye’s love bombing at the onset of relationships, her ability to present herself as the victim, and her knack for diverting blame away from herself all serve to deceive those around her.

At first, people might interpret her actions as eccentricities or individual quirks. Her extravagant spending might be seen as a love for fashion, her control over her husband may appear as a balance of power in their relationship, and her manipulation of illnesses could be perceived as an excessive concern for health.

However, as the years pass, patterns start to emerge. The continuous cycle of love bombing followed by emotional distancing, the persistent avoidance of personal responsibility, the constant need for admiration, the manipulation of family members – these behaviors start forming a puzzle that, when pieced together, paints a clear picture of covert narcissism.

In the face of this realization, many might grapple with feelings of confusion, betrayal, and even guilt for not recognizing the signs sooner. It’s crucial to remember that covert narcissists, like Faye, are adept at manipulation and deceit. It’s their proficiency in concealing their true nature that allows them to maintain control and feed their need for superiority and admiration. Covert narcissists like Faye are highly skilled at maintaining their carefully constructed facades. They are adept at manipulating others’ perceptions to ensure they are seen in the light they prefer.

If those around her continually acquiesce to her demands and behaviors, Faye’s true nature may never be fully revealed. This is because constant acquiescence serves as a validation for Faye. It reinforces her belief in her own superiority and confirms her perception that she is deserving of special treatment.

Confrontation or questioning could potentially disrupt Faye’s façade, prompting her to reveal her more manipulative and malicious behaviors. However, in the absence of such challenges, she can continue maintaining her charming disguise indefinitely. In this context, Faye’s covert narcissism functions as a self-perpetuating cycle. As long as those around her continue to cater to her whims and accept her behavior without challenge, Faye can keep her true nature hidden, maintaining the illusion of the charismatic, victimized heroine she portrays herself to be.

It’s worth noting that the perpetuation of this cycle often leads to significant emotional and psychological harm for those close to Faye. In order to protect themselves, it’s crucial for them to recognize the signs of covert narcissism, establish strong boundaries, and seek support from mental health professionals if needed.

The realization, when it comes, is the first step in dealing with a covert narcissist. It allows individuals to re-evaluate their relationship with the narcissist, establish firm boundaries, and seek support when needed. It’s a challenging journey, but one that eventually leads to understanding and recovery.

Navigating Covert Narcissism

Dealing with a covert narcissist can be particularly challenging because their behaviors may initially draw sympathy rather than alerting to the presence of narcissism. However, strategies such as the following can help guard against getting entangled in their manipulation.

  1. Establish boundaries: Clearly communicate what is acceptable behavior in your relationship. This might be difficult as narcissists often don’t respect boundaries, but it’s an important step.
  2. Don’t take it personally: Remember that a narcissist’s behavior is about them, not you. Their lack of empathy and need for admiration are manifestations of their disorder.
  3. Practice self-care: Emotional involvement with a narcissist can be draining. Prioritize your wellbeing and engage in activities that reduce stress and enhance your mood.
  4. Seek support: If you feel overwhelmed, consider seeking help from a mental health professional. They can provide strategies to manage your relationship and maintain your mental health.
  5. Consider your options: In some cases, distancing yourself from the narcissistic individual might be the best course of action. Remember, you have a right to be in healthy and respectful relationships.

Recognizing the varying presentations of narcissism, like malignant, overt and covert types, offers a more nuanced understanding of this complex personality disorder. By doing so, it equips us with the knowledge to interact more effectively with individuals who exhibit narcissistic traits, while safeguarding our own emotional well-being.

For more information on Narcissism:

  1. Books:
    • “The Wizard of Oz and Other Narcissists: Coping with the One-Way Relationship in Work, Love, and Family” by Eleanor Payson
    • “Disarming the Narcissist: Surviving and Thriving with the Self-Absorbed” by Wendy T. Behary
    • “Will I Ever Be Good Enough? Healing the Daughters of Narcissistic Mothers” by Karyl McBride
  2. Websites:
    • Mayo Clinic’s Overview on Narcissistic Personality Disorder: Mayo Clinic NPD
    • Psychology Today’s Narcissism Topic Page: Psychology Today
    • Medline Plus’ resource on Narcissistic personality disorder: Medline Plus
  3. Videos:
  4. Support Groups:

Remember that while these resources can provide valuable insights and advice, they are not a replacement for professional help. If you are dealing with a situation involving narcissism and it’s causing distress, consider reaching out to a mental health professional for personalized support and guidance.

For those interested in booking a 1, 2, or 3-hour workshop covering a variety of mental health topics can write to me here for more information.

Those who would like more information and/or to secure a spot at The Healing Journey Retreat in Mexico can sign up for more information here.

Follow LJB and Associates Counseling Services and Laurie on Facebook, LinkedIn, Instagram, Youtube, and visit her website for more info!

Category:

education, mental health, psychology, Uncategorized

What to Expect at a Healing Retreat: Your Guide to Transformative Wellness

In recent years, wellness retreats, specifically healing retreats, have seen a significant rise in popularity. They offer an immersive environment that promotes self-discovery, healing, and personal growth, unlike a traditional vacation. If you’re considering taking part in a healing retreat but aren’t sure what to expect, this guide is for you.

The Healing Retreat Experience

A healing retreat provides a dedicated space and time for rest, reflection, and rejuvenation. These retreats often take place in tranquil locations – think serene beachfront properties or tranquil mountain escapes – offering participants the dual benefit of experiencing nature’s healing power and a peaceful environment away from daily stressors.

Personalized Approach to Wellness

One of the hallmarks of a healing retreat is the personalized approach to wellness. Organizers of these retreats understand that each participant has unique needs and healing paths. Therefore, healing retreats often feature a variety of activities and sessions, from group therapy and workshops to one-on-one counseling sessions.

Therapeutic Modalities

Expect to encounter a variety of therapeutic modalities at a healing retreat. This can include mindfulness and meditation, yoga, breathwork, and other somatic therapies. Retreats often also incorporate holistic healing practices like Reiki, sound healing, and even nutritional counseling, providing a comprehensive approach to wellness.

Nourishment for the Body and Mind

Food plays a crucial role in these retreats, with a strong emphasis on nutrition to support both physical and mental wellbeing. Meals at a healing retreat are typically wholesome, plant-based, and designed to nourish the body and mind.

Building Connections

Healing retreats are also about building connections. These retreats foster a sense of community, where participants can share their experiences, learn from each other, and form supportive connections that often continue long after the retreat concludes.

A Journey of Self-Discovery

Above all, a healing retreat is a journey of self-discovery. It’s an opportunity to explore different aspects of your wellbeing, identify areas you want to improve, and gain tools and techniques to support your journey towards holistic health.

Healing Retreat in Tulum, Mexico

If this has piqued your interest, consider joining our upcoming healing retreat in Tulum, Mexico, from January 7 to January 14, 2024. This retreat offers a transformative experience, combining therapeutic practices, self-reflection, and a stunning natural environment for an immersive healing journey. Visit https://www.thehealingjourneyretreats.com/mexico-retreat for more information

If you’d like to book an online, one on one, or group therapy session for symptoms manifesting from trauma or adverse childhood experiences and live in Canada, you can book an appointment here.

Category:

Adverse Childhood Experiences, education, mental health, psychology, spirituality, spirituality, psychology

Fostering Secure Attachment and Trauma-Informed Practices: Supporting Our Educators and Nurturing Resilience in Education

As a teacher for more than 20 years, I have seen the pretty words dedicated to the homepages of school boards across Quebec. I’ve sat for countless hours in staff meetings working on mission statements and school success plans. I have sat on anti-bullying bullying committees and governing boards. The nice words appear like an aesthetically pleasing book cover with a socially relevant and captivating title, however, once the book is opened, we see that it is empty. Plans are nice and good intentions are a fantastic start, however lack of follow through and the reliance on the traditional and ill-suited ways of the past often remain the mainstay. Once the ripples reach the shores where the students and educators are, sending out the distress signals, nothing has changed. The captains of the ship can often be seen from a distance shouting that help is on the way, but help rarely reaches the island.

In an era where the holistic well-being of students is gaining recognition as a vital aspect of education, fostering secure attachment and trauma-informed practices have emerged as powerful tools in nurturing resilience and supporting students’ mental health. Follow through and commitment is needed. This article explores the interconnectedness of trauma, attachment, and the window of tolerance, shedding light on the impact of adverse experiences on attachment security. Furthermore, it emphasizes the pivotal role of trauma-informed schools in creating safe and nurturing environments for students to thrive and supporting our educators in deliver this education. By equipping educators with the knowledge and tools necessary to navigate the complexities of trauma, adverse experiences, and attachment disruptions, we can pave the way for a future that prioritizes evidence-based practices and resilience in education.

Understanding the Interplay between Trauma, Adverse Childhood Experiences, Attachment, and the Window of Tolerance

Trauma refers to deeply distressing and overwhelming experiences that exceed an individual’s capacity to cope effectively. Traumatic events can include physical or sexual abuse, neglect, natural disasters, accidents, or witnessing violence. Trauma can have significant impacts on a person’s emotional, psychological, and physical well-being, leading to a range of symptoms such as hypervigilance, flashbacks, anxiety, and difficulty with trust. It’s not just trauma that can impact a child; adverse experiences, including chronic stress, can also affect their ability to regulate and tolerate stressors. Adverse experiences encompass a range of challenging circumstances that can disrupt a child’s development and well-being. These experiences can include:

  1. Childhood Adversity: Adverse experiences during childhood, such as neglect, physical or emotional abuse, household dysfunction, or exposure to violence, can have a profound impact on a child. These experiences can overwhelm their coping mechanisms and lead to dysregulation in response to stressors.
  2. Chronic Stress: Prolonged exposure to stressful situations, such as poverty, family instability, community violence, or parental substance abuse, can result in chronic stress for children. Chronic stress can contribute to a dysregulated arousal state, making it challenging for children to effectively manage and cope with stressors in their environment.
  3. Disrupted Attachment: Attachment disruptions, such as inconsistent caregiving, separation from caregivers, or loss of a significant attachment figure, can significantly affect a child’s ability to regulate emotions and tolerate stress. Disrupted attachment relationships can lead to difficulties in establishing a sense of safety and trust, which can impact their window of tolerance.
  4. Bullying at home or at school: Bullying can cause profound emotional distress, leading to feelings of fear, humiliation, shame, and helplessness. The child may experience persistent anxiety, depression, low self-esteem, and a loss of trust in others. These emotional experiences can have long-lasting effects on their overall well-being and self-perception and lead to social Isolation, as bullying often targets a child’s social relationships, resulting in social exclusion, rejection, or alienation. The child may feel isolated, struggle to form trusting relationships, and experience difficulties in social interactions. The sense of being socially disconnected can exacerbate the emotional impact of bullying and further contribute to feelings of loneliness and vulnerability.

Attachment is the emotional bond that develops between a child and their primary caregiver, typically established during infancy. Attachment theory, pioneered by psychologist John Bowlby, emphasizes the critical role of secure attachment in shaping a child’s socio-emotional development and relationships throughout life. Secure attachment is characterized by a consistent and responsive caregiver who provides a safe and nurturing environment for the child, fostering a sense of trust, safety, and emotional regulation.

Insecure attachment can manifest in different patterns:

  • Anxious Attachment: Children with anxious attachment may exhibit clingy behaviors, seek excessive reassurance, and struggle with separation anxiety. They may have difficulty regulating their emotions and have a heightened fear of abandonment.
  • Avoidant Attachment: Children with avoidant attachment may avoid seeking comfort or connection from caregivers, display independence at an early age, and have difficulty expressing their emotions openly. They may develop self-reliance as a way to cope with unmet emotional needs.
  • Disorganized Attachment: Children with disorganized attachment often exhibit inconsistent and contradictory behaviors, displaying a mixture of anxious and avoidant tendencies. They may exhibit fear or confusion in the presence of their caregiver and struggle with regulating emotions and behavior.

Studies conducted using self-report measures, such as the Adult Attachment Interview (AAI) or self-assessment questionnaires like the Relationship Scales Questionnaire (RSQ), have found that approximately 40-50% of adults classify themselves as not having a secure attachment style. It is worth mentioning that attachment styles are not necessarily fixed or static; they can be influenced by various factors and may change over time. Additionally, attachment styles can differ in different relationships or contexts. Therefore, understanding attachment as a dynamic and evolving process allows for the potential for individuals to develop and cultivate secure attachments throughout their lives, even if they may have experienced insecure attachments or if they were developed in their family of origin. Teachers and other caregivers have significant power to influence positive attachment, particularly if they understand how insecure attachments can be exacerbated and secure attachment can be cultivated by their behavior.

The concept of the window of tolerance, introduced by psychiatrist Dr. Dan Siegel, refers to an optimal range of arousal within which an individual can effectively regulate their emotions and cope with stressors. When a person’s arousal level falls within their window of tolerance, they can maintain a state of balance, engage in adaptive coping strategies, and respond to challenges with resilience and most importantly, when thinking about children in an educational setting, allow learning to occur. The ability to recognize a child’s optimal window of tolerance, when they are in actively engaged in hyper and hypo arousal states can significantly impact an educator’s ability to co-regulate a child’s arousal state and better manage the overall behavior in the classroom.

Trauma or ACEs can significantly impact attachment patterns and the regulation of arousal states, which are closely intertwined processes in human development. Arousal regulation which refers to the ability to manage and modulate one’s physiological and emotional responses to stressors are as stated above, crucial in a child’s ability to being emotionally “online” to receive new learning.

We know that children who have experienced neglect, abuse, or inconsistent caregiving may develop insecure attachment patterns. To re-iterate children may exhibit anxious attachment, avoidant attachment, or disorganized attachment behaviors. These attachment patterns reflect adaptive strategies that children employ to cope with a lack of safety, predictability, and responsiveness in their caregiving relationships.

As we know, trauma and adverse experiences can dysregulate the arousal states of children, when trauma overwhelms an individual’s coping mechanisms, their window of tolerance narrows, leading to dysregulated states of hyperarousal or hypoarousal.

  • Hyperarousal: Trauma or ACE can result in heightened states of hyperarousal, where individuals may experience intense anxiety, irritability, hypervigilance, and an exaggerated startle response. These hyperaroused states can be triggered by reminders or cues associated with the traumatic event, leading to an increased sense of threat and a reduced capacity to modulate emotional and physiological responses. The triggers are often unconscious and can be received by neuroception, making some behaviors seem to appear “out of nowhere”.
  • Hypoarousal: On the other hand, trauma can also lead to states of hypoarousal, characterized by emotional numbness, dissociation, withdrawal, and a sense of emotional shutdown. Individuals in hypoaroused states may feel detached from their surroundings, exhibit reduced emotional responsiveness, and struggle with concentration and engagement. With younger children this may look like, distractibility or daydreaming.

By promoting secure attachment relationships, individuals affected by trauma can experience healing and expansion of their window of tolerance. Secure attachments provide a foundation of safety, trust, and support, facilitating the development of effective emotional regulation skills and resilience in the face of adversity. Through appropriate interventions, supportive relationships, and trauma-informed practices, it is possible to promote secure attachment and expand the window of tolerance for children impacted by emotional dysregulation.

The Role of Trauma-Informed Schools in Supporting Students’ Mental Health and Learning

Trauma-informed schools approach education with a deep understanding of trauma’s effects on students and recognize that traditional disciplinary approaches may not be effective in addressing their needs. Instead, they prioritize creating a safe and supportive learning environment that nurtures students’ well-being and helps them develop the necessary skills to thrive academically and socially.

The need for trauma-informed schools is further highlighted by the intersectionality of trauma with various social issues prevalent in Canadian society. Students from marginalized communities, including Indigenous populations, racial and ethnic minorities, and those facing socioeconomic challenges, may disproportionately experience trauma. Trauma-informed practices in schools can play a crucial role in addressing equity, inclusion, and social justice concerns by providing targeted support and interventions for these students.

The significance of trauma-informed schools lies in their ability to address the diverse needs of students, including those who may be dealing with the effects of trauma. Here are some key aspects of their importance:

  1. Creating Safe and Nurturing Environments: Trauma-informed schools prioritize creating physically and emotionally safe environments where students feel secure, valued, and respected. This includes establishing clear behavioral expectations, promoting positive discipline practices, and fostering a culture of empathy, understanding, and inclusivity. By providing a supportive and nurturing environment, trauma-informed schools help students feel safe to learn and grow.
  2. Understanding the Impact of Trauma: Trauma-informed schools educate staff about the effects of trauma on students’ development, behavior, and learning. They raise awareness about how trauma can manifest in various ways, such as academic difficulties, emotional dysregulation, social withdrawal, or disruptive behavior. By understanding these impacts, educators and paraprofessionals can respond compassionately and effectively to support students’ unique needs.
  3. Trauma-Informed Practices for Enhanced Engagement: Trauma-informed schools implement strategies and practices that promote student engagement. These may include creating predictable routines and structures, offering choice and autonomy, incorporating student interests into the curriculum, and utilizing experiential and hands-on learning approaches. By fostering a sense of belonging, agency, and relevance, trauma-informed practices enhance student motivation, active participation, and overall engagement in the learning process.
  4. Supporting Emotional Regulation: Trauma-informed schools prioritize educating students on emotional regulation skills, recognizing that trauma can significantly impact their ability to manage and express emotions. They provide opportunities for students to learn self-regulation techniques, develop emotional literacy, and practice mindfulness or relaxation exercises. By equipping students with these skills, trauma-informed schools promote emotional well-being, resilience, and the capacity to focus on learning.

By embracing trauma-informed practices, schools prioritize the holistic well-being of students, acknowledging the importance of their social-emotional needs alongside academic growth. These practices not only create a positive and inclusive learning environment but also contribute to enhanced student engagement, emotional regulation, and overall learning outcomes. Trauma-informed schools recognize that by meeting students where they are and providing the necessary support, they can foster resilience, empower students to reach their full potential, and lay the foundation for lifelong success.

Equipping Educators with Tools for Creating Safe and Nurturing Environments

Trauma-informed classroom management and support are crucial components of creating an environment that promotes healing, growth, and success for students. To effectively implement trauma-informed practices, teachers require resources and training opportunities to enhance their understanding and skills. Here’s why it is important:

  1. Building Knowledge and Awareness: Teachers need access to resources and training that provide a comprehensive understanding of trauma, its impact on students, and the principles of trauma-informed care. This knowledge equips teachers to recognize trauma-related behaviors, respond empathetically, and implement appropriate strategies to support students’ needs effectively. Classroom management can be greatly enhanced by supporting teacher training in the signs and symptoms of the various attachment disorders as well as children operating from a narrow window of tolerance. It is especially important when there is an understanding that many children display these symptoms even though they may not rise to the level of having to be removed from the classroom or require added support from paraprofessionals. If the enhancement of learning is a goal, then training teachers to be trauma informed can create greater academic success.
  2. Creating Safe and Predictable Environments: Teachers can establish a trauma-informed classroom by offering opportunities for emotional and physical regulation and including these opportunities daily. According to the Canadian ACE Study, approximately 64% of Canadians reported experiencing at least one ACE. The study highlighted that ACEs are common and can have a profound impact on individuals’ physical and mental health throughout their lives. As well, according to the Canadian Incidence Study of Reported Child Abuse and Neglect, there were over 235,000 reported cases of child abuse and neglect in Canada in 2018. It is important to note that these figures represent reported cases and may not capture the full extent of the issue. Training helps teachers learn practical techniques to create a supportive and nurturing environment where students feel secure.
  3. Fostering Positive Relationships: Building positive relationships is fundamental in trauma-informed classroom management. Teachers benefit from training that emphasizes the significance of strong teacher-student connections, active listening, and validation. By understanding the impact of trauma on relationships, teachers can cultivate an atmosphere of trust, empathy, and respect, enhancing students’ social and emotional well-being.
  4. Implementing Trauma-Sensitive Teaching Practices: Trauma-informed training equips teachers with strategies for adapting their teaching practices to meet the diverse needs of students impacted by trauma. This includes incorporating choice and flexibility into assignments, providing options for self-expression, offering sensory breaks, and utilizing trauma-sensitive instructional approaches. Teachers can learn how to create a strengths-based approach that focuses on students’ resilience and potential.
  5. Self-Care and Resilience-Building: Trauma-informed training should address the importance of self-care for teachers themselves. Educators need strategies for managing their own stress and fostering their resilience to prevent burnout. By prioritizing their well-being, teachers can sustain their effectiveness in the classroom and provide the necessary support to students.

Providing resources and training opportunities for teachers demonstrates a commitment to their professional growth and enhances their capacity to implement trauma-informed practices. This can be achieved through workshops, professional development programs, online resources, and access to expert guidance. By investing in training in trauma informed practices, educational institutions foster a culture of continuous learning, empathy, and understanding around trauma and ACE’s, ultimately benefiting both teachers and students. The onus should not be put on teachers to seek out their own learning materials on this matter. Providing the resources to implement trauma informed teaching practices are as relevant as providing academic teaching materials.

Embracing a Future of Resilience: The Need for Evidence-Based Practices in Education

Recognizing the paradigm shift towards evidence-based practices in education is not just a matter of embracing a passing trend; it is a vital step towards transforming the educational landscape and ensuring the success and well-being of our students. The traditional approach of education, which often focused solely on academics and neglected the social and emotional needs of students, is no longer sufficient in today’s complex world. We have come to understand that the holistic development of students requires a comprehensive understanding of their experiences, including the impact of trauma.

Advocating for the integration of trauma-informed approaches in educational policies and frameworks is not a luxury; it is an urgent necessity. The effects of trauma on students can be profound, hindering their ability to learn, engage, and reach their full potential. By acknowledging and addressing the impact of trauma, we have the opportunity to create school environments that are safe, supportive, and empowering for all students.

Encouraging collaboration between educators, administrators, and mental health professionals is a crucial part of the puzzle. The weight of responsibility cannot rest on the shoulders of teachers. They already bear the weight of countless expectations, overloaded workloads, and the immense task of shaping young minds. By fostering collaboration and partnership, we can create trauma-informed school systems where teachers feel supported, empowered, and better equipped to meet the diverse needs of their students.

When educators work hand in hand with administrators and mental health professionals, a powerful synergy is formed. It becomes a collective effort, a united front dedicated to creating nurturing and inclusive environments where students can heal, grow, and thrive. Teachers no longer feel isolated in their struggles; they have a network of support, guidance, and expertise to rely on.

Imagine a future where trauma-informed practices are deeply ingrained in the fabric of education. A future where teachers have the knowledge, skills, and resources to identify and support students who have experienced trauma or emotional dysregulation without having to rely on what was taught in university, which is woefully inadequate in equipping future teachers with the skills to navigate the landscape that is trauma and ACEs. A future where school policies, curricula, and approaches are informed by the latest research and evidence-based practices. This is the future we must strive for, where trauma-informed education is not the exception but the norm.

By recognizing the shift towards evidence-based practices and advocating for trauma-informed approaches, we can lay the foundation for a more compassionate, inclusive, and successful education system. It is a transformative journey that requires dedication, collaboration, and a collective belief in the power of education to heal and empower the whole child.

Should teachers and administrators have to deal with trauma, lack of emotional literacy and ACE’s? Absolutely not. Would it be ideal if all students had secure and functional home environments? Absolutely. However, the institutions with which our children must engage with daily is tasked with dealing with things as they are, not as we wish they could be.

The current mental health crisis facing our children is a pressing and alarming issue that demands immediate attention and concerted efforts from all stakeholders. Our children are experiencing unprecedented levels of stress, anxiety, depression, and other mental health challenges that have reached crisis proportions. This crisis is multifaceted and complex, influenced by various factors in our modern society. At this point the whys are not as important as the hows.

The COVID-19 pandemic has exacerbated the mental health crisis and took it from a tidal wave to a tsunami. The disruption of daily routines, social isolation, fear of illness, and the loss of loved ones have deeply affected children’s emotional well-being. The closure of schools, limited access to mental health services, and the challenges of remote learning further compounded the crisis.

To address this mental health crisis, a comprehensive and multi-faceted approach is needed. Beyond creating trauma informed schools, investments in mental health services and resources are crucial. Schools must have adequate access to qualified mental health professionals, counselors, and support staff who can provide early intervention, counseling, and referral services. Collaboration between schools, mental health organizations, and community services is essential to establish comprehensive support systems for teachers and children.

We must advocate for systemic changes and governmental policies that prioritize mental health in education and society at large. This includes adequate funding for mental health services, reducing academic pressure, promoting work-life balance, societal support and appropriate financial compensation for educators, and ensuring equitable access to resources and support for all children, regardless of their socioeconomic background.

As we navigate the evolving landscape of education, it is imperative to recognize the significance of trauma-informed practices and the impact of attachment on students’ well-being and learning. By fostering secure attachments, understanding the interplay between trauma and the window of tolerance, and embracing evidence-based practices, we can shape a future where resilience and holistic student development take center stage. Together, we can create educational environments that empower teachers and students, support optimal learning environments, and provide teachers and students with the tools they need to thrive. The government, school boards, and administrators need to started putting their words in to action and commit to follow through. Our future and the future of our children is at stake.

RESOURCES:

  1. The Hincks-Dellcrest Centre: This center provides resources and training on trauma-informed practice for educators and professionals working with children and youth. They offer webinars, workshops, and publications that can help teachers create trauma-sensitive classrooms. Visit their website at: https://www.hincksdellcrest.org/Home/Our-Institute/Training-Through-the-Institute2/Trauma-Informed-Practice.aspx
  2. Alberta Family Wellness Initiative: This initiative provides resources and information on brain development, adverse childhood experiences (ACEs), and trauma-informed practice. Their website includes videos, toolkits, and research articles that can support educators in understanding and implementing trauma-informed approaches. Access their resources at: https://www.albertafamilywellness.org/what-we-know/trauma-informed-schools
  3. Trauma-Informed Practices and Approaches in Schools (TIPAS): This resource from the Ontario Ministry of Education provides guidance and practical strategies for creating trauma-informed schools. It offers an overview of trauma-informed approaches, as well as specific recommendations for supporting students who have experienced trauma. You can find it here: http://www.edu.gov.on.ca/eng/document/reports/trauma.pdf
  4. Trauma-Informed Practice Guide for Educators (British Columbia): This guide, developed by the British Columbia Ministry of Education, offers insights and strategies for educators to create trauma-informed classrooms. It provides information on trauma, the impact on learning, and practical approaches for supporting students. You can access the guide here: https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/teach/pdfs/trauma-informed_practice_guide.pdf

PODCASTS:

  1. “Trauma-Informed Lens Podcast” by Dr. Allison Jackson: This podcast explores trauma-informed practices in various settings, including schools. It covers topics such as the impact of trauma on learning, self-care for educators, and strategies for creating trauma-informed classrooms. You can find it on major podcast platforms or visit the website: https://www.traumainformedlens.com/
  2. “Trauma Informed Education” by Transformative Principal: Hosted by Jethro Jones, this podcast focuses on trauma-informed practices in schools. It features interviews with educators, administrators, and experts who share their insights and experiences in implementing trauma-informed approaches. You can listen to the podcast on major platforms or visit the website: https://www.transformativeprincipal.org/series/trauma-informed-education/
  3. “The Trauma-Informed Educators Network Podcast” by Community Works Institute: This podcast explores trauma-informed education and social-emotional learning. It covers topics such as trauma-informed teaching strategies, self-regulation, and building resilience in students. You can find it on major podcast platforms or visit the website: https://communityworksinstitute.org/podcast/
  4. “The Whole Child Podcast: Changing the Conversation About Education” by ASCD: While not solely focused on trauma-informed practices, this podcast discusses various aspects of supporting the whole child, including trauma-informed approaches. It features interviews with educators, researchers, and policymakers who share insights and strategies for creating nurturing learning environments. You can listen to it on major platforms or visit the website: https://www.learningfirst.org/wholechildpodcast

BOOKS:

  1. “Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom” by Kristin Souers and Pete Hall: This book offers practical strategies for creating a trauma-sensitive classroom environment. It provides insights into the impact of trauma on learning and behavior and offers approaches for supporting students’ emotional well-being and academic success.
  2. “Help for Billy: A Beyond Consequences Approach to Helping Challenging Children in the Classroom” by Heather T. Forbes: This book focuses on understanding and supporting students with challenging behaviors resulting from trauma. It provides insights into the underlying causes of these behaviors and offers practical strategies for creating a trauma-informed classroom.
  3. “The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma” by Bessel van der Kolk, M.D.: While not specific to education, this book is a seminal work in understanding the impact of trauma on the brain and body. It explores various treatment approaches and offers insights into how trauma affects learning, behavior, and emotional well-being.
  4. “Trauma-Sensitive Schools: Learning Communities Transforming Children’s Lives, K-5” by Susan E. Craig: This book focuses on trauma-sensitive practices specifically tailored for elementary schools. It offers practical strategies, case studies, and examples of trauma-informed interventions that can be implemented in the classroom and schoolwide.
  5. “Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators” by Caelan Kuban: This book provides a comprehensive guide to creating trauma-informed schools. It covers topics such as understanding trauma, implementing trauma-informed practices, and addressing specific needs of students who have experienced trauma.

If you’d like to book an online, one on one, or group therapy session for symptoms manifesting from trauma or adverse childhood experiences and live in Canada, you can book an appointment here.

Category:

Adverse Childhood Experiences, education, mental health, Mental Health Crisis, psychology, spirituality, psychology, Trauma informed teaching

Tagged with: