TRANSFORMING TRAUMA
Smart Practice framework in action
2010
A practical resource developed and written by Department of
Education and Children’s Services staff from across South
Australia, in partnership with Australian Childhood Foundation
Contents
Introduction
3
The SMART program
4
SMART=ER
6
Site projects
Adelaide Secondary School of English
8
Bowden Brompton Community School
14
Cowandilla Primary School
17
Flinders Park Primary School
23
Hackham West Schools
28
ICAN- Innovative Community Action Networks
34
Kirton Point Primary School
37
Noarlunga Downs P – 7 School
42
Port Lincoln Junior Primary School
48
Ross Smith Secondary School
54
Southern Learning Centre
57
Thiele Primary School- Aberfoyle Park Primary campus
63
Victor Harbor R - 7 School
69
Wallaroo Primary School
75
Further SMART strategies
82
Appendix 1
97
Maintaining privacy in SMART=ER projects
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Introduction
This resource is the culmination of the work of DECS sites across South Australia and the
Australian Childhood Foundation as part of the SMART- Strategies for Managing Abuse
Related Trauma- program.
It outlines both the SMART program and the specific program element that has come to be
known as SMART=ER- Strategies for Managing Abuse Related Trauma = Educational
Reform.
The core of this resource is the specific project reports- incorporating outlines and
discussions from the education sites across South Australia who took part in the SMART=eR
program. These sites implemented and analysed a range of strategies and processes to
support children and young people who have experienced abuse related trauma. These
examples have been written by education professionals for education professionals. They
provide a way of sharing experiences and practice examples focused on the reality,
challenges and successes of supporting and educating children and young people who have
been impacted by their abuse experiences.
The Transforming Trauma resource also includes further examples of practical strategies
that have stemmed from the whole of the SMART program.
The development of this resource has stemmed from the work of a key group of education
professionals from across South Australia. The SMART team would like to acknowledge the
work of each of those individuals. Their names are listed in each of the project reports.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
The SMART program
Program background
The purpose of the SMART Project is as part of the Keeping Them Safe child protection
reform agenda of the South Australian government. This acknowledges the critical role of
education staff in supporting children at risk of, experiencing and living with the ongoing
impact of abuse related trauma. The project seeks to build on the awareness and capacity of
all education personnel to both support individual children and promote and implement
policies and programs that focus on child protection. The SMART program sits within a suite
of government initiatives stemming from the Keeping Them Safe agenda. The project itself
utilises a multi-faceted approach to access as many of the target audience as possible.
The project aims are to develop and deliver professional development opportunities for
education professionals, with the following outcomes:
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To effectively communicate with children and young people about their experiences of
abuse, family violence and neglect;
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To build integrated and collaborative interventions that engage schools in a team
approach to address the support and protective needs of children and young people who
have experienced abuse, family violence and neglect;
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To contextualise exchanges with children and young people within an up to date
understanding of developmental theory, trauma psychology and family systems models;
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To promote individual recovery for children and young people, as well as changes to
abusive family dynamics; and
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To consider strategies to build commitment to whole of site approaches to child abuse
prevention and child protection.
SMART summary
Over 4000 education professionals across South Australia have accessed at least one
element of the program since its activity commenced in 2005. The elements of the SMART
program include:
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A Keynote speaker forum
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Professional development seminars across all DECS districts/regions
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Cross sector networking forums
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A self-paced online learning program
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A 2 hour abridged professional development session
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Specific issue discussion papers
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SMART=ER program incorporating action based research projects with identified sites
SMART PRACTICE
The content of the SMART program draws on a range of theoretical perspectives with a
particular focus on the neurobiology of trauma and child and adolescent development. This
focus gives a clear frame for considering the emotions, behaviour, educational outcomes and
social development of children and young people who have experienced abuse, neglect and
violence.
Those readers who are interested in learning more about the impacts of abuse related
trauma and the neurobiology of trauma can access the SMART online learning program at
www.childhood.org.au
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
The SMART program also seeks to put this theory into practice in the specific context of
education. This focus led to the development of a framework for responding to traumatised
children and young people known as SMART PRACTICE. This framework is summarised
thus:
Predictable: Traumatised children experience any change as a possible threat. Building an
environment that is as sensorily familiar as possible reduces threat responses.
Responsive: Responses to children’s behaviour should always stem from an understanding
of the trauma-based origins of that behaviour. This may mean a disciplining
framework is not always the best path.
Attuned:
Because trauma is fundamentally a disintegrative process, children are often
disconnected from their own emotional and physiological responses. The
more we can understand patterns and processes of responding, the better
able we are to understand the child and help them to understand their own
reactions.
Connecting: To begin the healing process, traumatised children need to start with a
process of feeling reconnected to themselves- their feelings, their physical
responses and their strengths.
Translating: The way we structure a story of understanding about our experiences is a
crucial integrative process for engaging with life. Children who have
experienced trauma struggle to build those stories of understanding because
of the impacts of that trauma.
Involving:
Children who have experienced trauma often struggle with relationships with
their peers. However, these relationships can be a source of healing and
nurturing when developed and supported.
Calming:
Invariably, traumatised children are in a constant state of high arousal. To
facilitate positive outcomes for these children at all levels (ie: educationally,
socially, emotionally etc) we need to provide and support experiences of calm
on a consistent and repetitive basis.
Engaging:
As with calming, the element of engaging children in relationship is
fundamental to work with traumatised children.
The experience of
appropriate, supportive adult-child relational exchanges is instrumental to
supporting children who have experienced abuse related trauma.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
SMART=ER
Strategies for Managing Abuse Related Trauma = Educational Reform
Program structure
By the third year of activity in the SMART program, there was a clearly identified need for an
advanced program to be made available to sites who had already extensively engaged with
the program. This advanced SMART Program became known as SMART=ER, Strategies for
Managing Abuse Related Trauma = Education Reform. This program was first offered in
2008.
SMART=ER was a comprehensive program cementing the collaborative partnership between
the Australian Childhood Foundation and DECS. The program included the following
elements:
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Identification and registration of the site team- teams were asked to include
members of leadership, teaching staff and/or support staff. A comprehensive
application process was overseen by DECS
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Two (2) days of additional training from SMART team staff from the Australian
Childhood Foundation
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Articulation of an action research question to be explored within or across the
SMART=ER site
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Participation in and recording of action research at the site over the course of
a number of months
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Provision of a half day visit from a DECS Central office staff member to
support the research project onsite.
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Presentation of research findings over the course of a one day program to
close the program activity.
The initial implementation of the SMART=ER program was attended by 68 professionals
representing 17 sites across South Australia. These included early childhood, primary and
secondary school sites and district staff.
In 2010 the SMART=ER group of schools (55 participants in total) participated in 3 days of
shared learning and development of their action research projects.
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The first half day session content focussed on a SMART knowledge review
and the translation of SMART knowledge through utilising the program’s
discussion papers.
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Session two focussed on the impact of trauma on children in the Out Of Home
Care sector and how this links to these children within the educational
environment.
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Session three focussed on adolescent brain development and the impacts of
trauma on developing adolescents and their behaviours. The session also
explored the impact of trauma stories on educational staff using a vicarious
trauma framework of markers and responses.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Transforming Trauma resource
Sites that undertook the SMART=ER program in 2010 have collaborated to develop this
resource. Each of the sites has completed a report/summary of their project, its outcomes,
challenges and the learning that stemmed from the project. The hope is that other
educational sites across Australia will find this information of interest and value in their own
experience of supporting and educating children and young people who have experienced
abuse, violence and neglect.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Adelaide Secondary School of English
Project title
SMART=ER Connections
Inquiry Question
When SMART PRACTICE framework is implemented will wellbeing and learning
outcomes improve?
SMART PRACTICE focus areas
Predictable, Responsive, Attuned, Connecting, Translating, Involving, Calming &
Engaging.
Project aim
To determine if the SMART Framework and SMART PRACTICE would benefit our most at
risk students
Class target groups
12A, 38VM, 16M & 18H [Pathway A classes - new arrivals in Australia with little or no
previous schooling]
Staff Involved
Maria Iadanza - Principal
Peter Killey - Acting Assistant Principal Student Services
Ros Natt - Student Counsellor
Claire Bowden - Acting Student Counsellor
Shona Morrison, Daniel Hurditch, Ann Antazopoulos, Marianthy Vadoulis, Irene Manickam Class teachers
Context
Adelaide Secondary School of English (ASSOE) provides an intensive English language
program for newly arrived students from non-English speaking backgrounds between the
ages of 12 and 18 years. The curriculum prepares students for participation in mainstream
secondary schools, both state and private. Intensive English is taught through subjects
across the curriculum in order to familiarise students who are newly arrived in Australia with
Australian school life.
Students fall under one of 4 main categories: migrant or refugee students (who have been in
Australia for less than twelve months); overseas full fee paying students who are enrolled
through the DECS International Education Services, and eligible temporary residents.
At any one time approximately 55-60% of our current student population are from a refugee
background with an increasing number being unaccompanied minors in care of the Minister
for Families and Communities. As our students come from a variety of life experiences and
educational backgrounds there are a range of special learning and social needs.
Consequently the school places a special emphasis on student wellbeing as many of our
refugee students come from homes torn apart by war, violence and traumatic loss. In
addition, they also experience pre-arrival hardships such as poor nutrition, inadequate
shelter, and lack of access to health services as well as significant disruption to schooling.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Furthermore there are many layers associated with settlement stress, including functional
family disruption and fractures to family nurturance, maintained and compounded by ongoing
separation from and awareness of the dangers to significant others left behind.
The school has developed and continues to develop a range of student services and
interventions that promote mental health, learning and wellbeing. To this end the school also
links with many agencies to help with students who require specialised support e.g. Survivors
of Torture and Trauma, Assistance and Rehabilitation Services (STTARS), Families SA,
Child and Adolescent Mental Health Services (CAMHS).
Why did we need to do something differently?
For a number of years ASSOE has responded to and developed a variety of programs to
support the social, emotional and psychological needs for students from a refugee
background. Many of these programs are introduced with the best of intentions and are
aimed at improving student wellbeing and learning outcomes, supporting the proactive
dimension of our work .There are many short term gains and with the development and
implementation of the Personal Learning and Wellbeing (PLW) plan, a structured approach
to pastoral care is embedded in our curriculum. However, for the most vulnerable of our
student cohort a more therapeutic and structured approach within the curriculum through art,
dance, music, song, and physical activity supports further healing and development of our
young people within the existing curriculum framework.
What evidence did we have that something needed to change?
Results from the Learner Wellbeing Inquiry (2009) confirmed that a higher percentage of
students of a refugee background engage in challenging and disruptive behaviours both in
class, and within the wider community, especially on the school buses. Student Behaviour
Management consequences often include placement in the ‘Focus Room’ and the loss of
valuable class time while on ‘internal suspension’, which in turn affects learning outcomes.
Types of negative behaviours include bullying and harassment, aggression, use of bad
language, acting out and attention seeking behaviours.
In addition, data acquired using the Strengths & Difficulties (SDQ) in Term 3-4 2009, as part
of the Learner Wellbeing Inquiry (2009) indicated that of the 65 students who completed the
SDQ 9-10% (7 students) fell within the borderline to abnormal range, an indicator of social,
emotional and psychological risk during adolescence. The seven students were all students
of a refugee background. These students were the most challenged by the process of
transition to mainstream secondary schooling in 2010.
Key Questions
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How can the SMART framework provide direction to improve wellbeing and learning
outcomes?
What strategies and practices have a positive impact for students in our educational
context?
Who are our most vulnerable students?
Who will be the focus of our attention?
What are their educational, social and emotional support needs?
How can the support needs of these students be best met?
What is the impact of trauma on the development of the brain?
Do teachers & other personnel in the school interpret behaviours in the wrong way &
not relate them back to possible childhood trauma?
What data do we have?
How will document our thinking, action and results throughout the year?
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Timeframe and description of the project
Term 1:
Term 1:
Term 2:
SMART=ER Professional Development Seminar
Management group meet to finalise project inquiry question & design action
plan, identifying ‘targeted’ staff and students.
SMART=ER Professional Development Seminar
Four class teachers attend 1 day Professional Development Seminar and are
introduced to SMART framework
Project Review & planning & implementation meeting
The scope of the project was redesigned to include the medium of dance and narrative
therapy to target the needs of young people in two classes who had displayed many
challenging behaviours in term 1. It was decided to run a series of weekly therapeutic
workshops that involved three class teachers, student counsellors, and two counsellors from
Survivors of Torture and Trauma Assistance and Rehabilitation Service [ STTARS] with the
two classes, involving 18 students.
The project management group met with STTARS personnel to design a dance and narrative
therapy program The Tree of Life for Term 3. We discussed possible involvement of the
same two classes in the ‘Cirkidz’ drama / movement / circus skills program .
Term 3:
• SMART=ER Professional Development Seminar attended
• Weeks 2- 9 ‘Dance and Narrative Therapy’ Program runs with classes 18H & 16M
facilitated by two STTARS counsellors, two home group teachers and two class
teachers.
• Week 7-10 ‘Cirkidz’ program with the same two classes
• Focus on play and movement.
• Week 10 Review and Evaluation meeting with all staff involved in the project including
personnel from STTARS. Future Directions discussed.
Successes
There were many successes along the way for both students and staff
Some of these include:
• Professional Learning - a high level of satisfaction amongst staff who attended the
Professional Development Seminar
• Engagement - students indicate they found the ‘STTARS dance, Tree of Life &
‘Cirkidz’ workshops fun and enjoyable but also personally challenging
• Improved behaviour - the development of a behaviour development program for 18H
jointly developed by the class teacher, students, the student counsellor and DECS
school psychologist
• Understanding - the development of a deeper understanding of individual student
backgrounds, experiences, needs, interests and capacities
• Relationships - closer working relationship with STTARS
• SMART Practice leading to change – development of a management plan for
working with students experiencing trauma
Challenges
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Continuous enrolment can result in changes to class number and impact upon the
class environment & dynamic
Time - as with most schools being ‘stretched’ for time and having to adjust plans.
Challenges in finding time for intended journal keeping, information sharing, reflection
and documentation, organising pre and post workshop meetings with STTARS etc
Illness – an unforseen circumstance
Demands - of the curriculum
Role changes within the management group
Energy - the ongoing level of commitment by all involved in the project
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
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The ‘Tree of Life’ methodology proved challenging for both 16M & 18H; conceptually
and with regard to their capacity to express themselves about deeply personal
matters whilst still learning English
Knowledge and experience – is group work the best way, rather than 1 to 1?
Collaboration and capacity – working with others to support young people with
complex issues
What we’ve learnt [and had confirmed]
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A deeper understanding of how trauma impacts on the brain and the implications for
wellbeing, learning and behaviour
Trusting, positive relationships support and enable learning
Routine - is fundamental
Predictability is important - many students in our learning context find change difficult
Explicit rules, expectations, instruction and consequences are essential
Time needs to be allocated to develop group team work skills
Trusting, positive relationships support and enable learning
SMART Practice Framework provides helpful guidance to translate knowledge to the
classroom
Arts curriculum -music, song, dance, sculpture etc [as well as games] help heal brains
and build stronger relationships. This helps students calm and engage more
positively with each other and learning
The support offered by STTARS & ‘Cirkidz’ gives class teachers the opportunity to
observe students outside of the classroom and outside their comfort zone. Teachers
reflect on this and communicate their observations to the young people in supportive
and constructive ways. This builds improved levels of trust in the class and creates a
sense of calm
By relating to students through involvement in an informal, enjoyable activity there is
greater scope for one on one relationship to be built.
Class teachers involved in the dance and narrative therapy program are continuing to
use play as a strategy for enhancing mutual respect and improving class dynamics as
well as encouraging young people to experience fun.
Calmer students learn better. The calmer class got more out of working through the
‘Tree of Life’. This has resulted in some referrals to STTARS for one on one
counselling
SMART Professional learning is both informative and practical
SMART Practice Guides for teachers would be really useful to help staff develop
helpful responses to anger and challenging behaviours
Young people rely on other people’s cortex and they need constant positive feedback
to improve their regulation, thinking and learning outcomes
It is fundamentally important to build good relationships within the learning
environment
As a whole school there is no doubt we need to understand more about the issue of
trauma and the impact upon brain development.
Further professional learning for us will focus on embedding SMART Practice into
curriculum
The SMART website is a useful resource
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Key outcomes
Class teachers involved in the project make use of various activities to refocus, engage and
support students to connect with themselves and each other through culturally inclusive
song, music and performance. These classes were able to perform and showcase their
talents during the Student Achievement and Graduation Assemblies in Term 3. The students
enjoyed the whole lead up to these assemblies, remaining engaged in rehearsals and
learning to organise and manage time.
• There is greater focus upon routine and predictability in classes
• Students’ anger has reduced
• Students are monitoring their own behaviour with greater success
• Class teachers of 18H now apply more consistent and clear processes with the
management of class behaviour.
• There are very few instances of students from this class being placed on Internal
Suspension during the second half of the year
• Teachers keep learning/behaviour logs and use this information when communicating
with families
• Students’ ability to stay on task, stay in their seat, and work in small groups has
improved noticeably
Conclusion - What will we do now to keep improving ASSE as a therapeutic
learning environment?
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Make contact with the home and family or carer to engage support and share
information
Work closely with community support agencies
Share information effectively
Maintain and develop collaborative working relationships with a number of agencies
including STTARS to provide opportunities for our most at risk students to participate
in a range of activities to enhance their physical, social, emotional and psychological
wellbeing
Value and recruit volunteers
Reflect on and adapt the ‘Tree of Life’ program to be more accessible to young
people learning English
Develop the Arts curriculum - draw, paint, construct, act, design, make things, and
work with clay
Develop a drumming program that will become a regular part of the curriculum
Gather information about our young people to target interventions to their needs
[appropriate neuro-sequential strategies regardless of chronological age]
Share the SMART practices we have applied in classroom settings
Manage challenging and difficult behaviours using the SMART Framework
Review our Student Success Code in light of our new knowledge and experience
It was enjoyable…fun’
‘I like to dance’
‘It gives me a happy feeling’
‘I was scared first’
‘The teacher was helpful’
‘It was hard to share my story and write’
‘I like games and playing with dirt [clay]. It made me feel good...happy’
‘I like laughing...joking with my teacher’
‘I was sad at the end’
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Case study
Student X has been living in Australia for 5 months. They arrived with their younger sister
after living in a refugee Camp from infancy. The student is now 14 years of age. Both
parents are deceased. They have been sponsored by an older sibling to resettle in Australia
as part of Australia’s agreement with the United Nations Human Rights Commission. Their
sponsor arrived in Australia four years earlier and has just turned 20 years of age.
The history of their existence in the refugee camp is very sketchy. Both the student and their
younger sister were in the care of an adult who had been a friend of the family at some stage
in the past. It is suspected that both Student X and their younger sister had either witnessed
or were the victims of physical abuse and violence while living in the camp. They had
minimal formal schooling due to ongoing civil unrest, ethnic tensions and the children being
prevented from leaving the compound.
Serious concerns developed as a result of inappropriate behaviour soon after their
enrolment. The student’s attendance is good and often they try their best to learn, particularly
in a one on one setting. However, X has been withdrawn from class on seven different
occasions throughout the school term, placed on internal suspension three times for
threatening and abusive behaviour towards students and teachers.
The home group teacher has started documenting their observations to help in the
development of a learning/ behaviour plan. The student is challenged with adjustment to the
expectations of school life in Australia. Home group teacher comments include:
Almost everyday enters the class angry, when I ask them ‘How are you?’ they respond ‘No
good’ and can’t explain why’.
Usually looks very tired in the morning, is Irritable, moody and tries to sleep in class
Usually is ill prepared for school - I have to provide books, pens, parts of the uniform etc
There were two mandated notifications to the child abuse report line made in the first half of
the year, the most recent as a result of concerns about the capacity of the primary caregiver,
their understanding of appropriate ‘parenting’ practices in Australia and neglect. The
student, aged 14, and sister aged 12 were left to live independently for two weeks while the
sponsor was interstate.
A number of interventions are in place as a result. These include:
Additional support in the classroom & Learner Assistance Program volunteers
Food relief is made available at the school
A series of family conferences is organised to address the issues identified above
Ongoing regular contact with the family to highlight the small successes, reinforce
and support the role of the primary caregiver
A daily student behaviour management plan with a built in reward system
Student X was initially quite reluctant to participate in the dance and narrative therapy
programs. However, as the student learns the routines and receives positive performance
feedback from the instructor they are enjoying the experience. This encouragement and
positive feedback results in the student striving to improve their performance each week,
engaging positively in dance and has reversed the previous behavioural cycle.
This student is cooperative, calmer and learning how to regulate and control their
behaviour.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Bowden Brompton Community School
The BBCS Context
Bowden Brompton Community School (BBCS) is a South Australian DECS Community
School working with students who have been unable to effectively access education in
traditional schools. The school comprises of 3 campuses: Torrens Rd (secondary 86
students), Beach (secondary 32 students) and Little Para (upper primary 32 students).
Our students are 'at risk' of not completing their schooling and engagement and retention of
students is therefore of major importance. BBCS students have difficulty maintaining
engagement with mainstream schools, are involved in the juvenile justice system and have
complex social and mental health issues, mostly related to previous abuse related trauma.
Not surprisingly, many have been identified with learning difficulties or disabilities.. Our
students come from all areas of Adelaide. 77% per cent of the students are Government
Assisted, a significant number have a Families South Australia Services (FSA) social worker,
and over 30% reside with caregivers or are declared homeless. Approximately 24% are
girls, 11% Indigenous and 37% have disabilities.
Bowden Brompton is a unique school in that it incorporates the SMART PRACTICE
Framework, Mindmatters and Choice theory to deliver not only a comprehensive
Relationships & Wellbeing Framework, but also a unique curriculum that responds to the
needs of ‘Students at Risk’ with diverse learning and mental health needs.
A Needs Analysis of SMART PRACTICE at BBCS revealed that we have already
embedded many of the Practices across the 3 campuses.
We concluded that areas that need to be focussed on are:
Involving
Young people need support with:
• Building friendships
• Interpreted social cues positively
• Responding to social cues constructively
• Connecting with themselves so they can connect with their peers and experience a
sense of belonging and inclusion
Engaging
Young people need:
• to experience positive, supportive relationships
Many of our young people have insecure blueprints for forming, maintaining, understanding
and being in relationships Despite us knowing that, and attention being paid to the
development of positive relationships our students need to re-visit and learn basic
socialisation skills. Although we were providing repetitive opportunities to practice and
experience difference in exchanges with others and a variety of programs to develop social
skills, we were not really explicitly teaching social skill sets.
“If we explicitly teach social skills to a group of students will there be an improvement
in their inter and intra-personal relationships with peers, staff and themselves.”
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Project Description
We selected the Skillstreaming Program (McGinnis E & Goldstein A.P, 1990) which breaks
down pro-social skills into 50 main skills. Each skill has a subset of skills. For example,
Using Self Control has sub skills such as:
• Understands own body signs that suggest they may lose control
• decides what has made them feel this way
• considers ways to control ones self
• then does it in the best and safest way.
We teach and monitor 30 of the 50 skills
These include areas such as:
• following instructions, listening, dealing with group pressure, understanding other’s
feelings and holding a conversation
Students are explicitly taught the skill either as a group in class, as the need arises or
incidentally, as an opportunity presents itself for an individual. They are encouraged to
practice the skills through rehearsals and reminders and check off progress on a chart in
their classroom. A skill is considered embedded when 10 instances have been recorded.
End of term reports detail the number of skills a student has evidenced during that term.
Our target group consists of one group of year 9’s at the Torrens Road campus, two years 810 home-groups at the Beach Campus and the year 7 cohort at the Little Para campus. Our
‘comparison group’ are the other year 8-9 home-groups at Torrens Road.
Documentation and Data
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Anecdotal evidence
BBCS Self-assessment rubric
Behaviour management data
Positive reward charts / responsible behaviours assessment report
Skillstreaming questionnaire
Outcomes
The Little Para Experience
Of the 13 students who were enrolled during the duration of the project [3 terms] at Little
Para in Years 6-7, improvement has been shown for 12 young people. The other young
person is not yet in a safe environment and is still currently experiencing ongoing trauma.
Improvement ranges from adding 11 skills to their ‘social toolbox’ to adding 2 skills, with an
average of 6 skills per young person.
Most students successfully achieved skill with:
• Joining in, asking permission, asking a question, knowing their feelings, being honest,
listening, accepting consequences and negotiating
Incorporating Skill-streaming into the Little Para campus has clear benefits for the students.
We will continue implementing the program in 2011 with a revision of which particular skills
may be most appropriate each year for the young people in our care.
The Secondary context
Within the Secondary context at Torrens Road and Beach campuses, no direct
improvements in pro-social skills were recorded either on an individual basis or against the
control group.
Improvements amongst the secondary cohort existed; however, they were more attributable
to natural maturation, and change in circumstances outside of the school or relationships
built with staff and other SMART PRACTICES embedded in the school culture.
Overall, there was a mass resistance to structured group teaching of social skills. Other
factors that contributed to disengagement were transience, attendance, substance abuse
and other factors outside of the school environment.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Conclusion
Undertaking the SMART=ER action research has highlighted many challenges. One of
these is that it is difficult to implement a program across 3 campuses due to not only the
ages of the students but also the structure of the school day. For example, young people in
the primary program enjoy an extended period of time with one teacher whereas in the
secondary setting they are challenged with managing many different relationships.
The Primary program is considered successful and will continue. However, it is important to
note that Little Para began teaching the Skillstreaming program in 2009 as a whole campus.
Therefore, we feel that for a greater chance of success ‘social skilling’ needs to be a whole
school approach so that all students are exposed to the same language and are given
consistent messages about what a pro- social skill entails. It also needs to be a long-term
agenda as ‘students at risk’ require more time and repeated experiences to grasp concepts.
Another key message is that one to one social skill instruction is perhaps the best model and
achieves the most positive outcome.
Next year it will be interesting to monitor the Little Para cohort as they move into the
secondary environment to see whether skills learnt are maintained.
Bowden Brompton Community School will continue to implement the SMART PRACTICE
Framework, Skillstreaming program and monitor student social skill outcomes.
Case Studies
J had spent an hour a day at school in his previous mainstream setting school. His
communication was characterized by loud, foul and aggressive language, threatening body
stance and manner. His peers were fearful of him and he had no skills to connect to others.
After many months of rehearsal and reminders about how to carry out particular skills, J is
now able to join in with others in sporting and class activities. He is able to describe his
feelings, accept consequences, ask permission appropriately and negotiate. Best of all he is
now able to attend school full time giving him the opportunity to practice these skills further.
While J still resorts to loud foul language at times, he is more readily able to re-connect using
his newly developed skills.
His peers picked on B when he arrived at BBCS. He could find no way to connect with them
other than to respond to taunts with further taunts, while smiling. It appeared he had no
other skills to change this cycle of name-calling with him as the victim. B was hyper-vigilant
and unable to settle in class, wandering in and out and asking to go home.
B was taught other ways to manage a situation when difficulties arise. His class teacher
worked on daily goal setting to help him apply his thoughts to the task at hand. B is now able
to settle to a task to completion, ask permission, ignore distractions and negotiate. These
skills have given him confidence to manage his peer relationships more effectively. He is
now included in games more often than not and will attempt to negotiate with his peers more
appropriately.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Cowandilla Primary School
Index of Educational Disadvantage
Category 2
Project Title:
”Improving emotional literacy and awareness”
SMART=ER Project Enquiry Question
“If we teach students words that increase their emotional literacy, will they be
better able to self regulate their emotions?’
SMART=ER Practice Focus Areas
Attuning, Connecting, Translating
Staff
Louiza Hebhardtz [counsellor] and year 5/6 teacher
Timeframe
Terms 2 and 3, 2010
Resources Required
The Bears’ card set [Saint Luke’s Innovative Resources]
Blank body outlines
‘What’s happening in your Body?’ physical responses chart [from ACF “Helping
Conversations’ training]
ZartArt Paper Magiclay
Release time for planning
Buddy class and Office time out sheets, responses and data
Interactive whiteboard, flipchart incorporating feeling words, body responses.
Context
Cowandilla Primary School is located in the western region of Adelaide with almost 300
students currently enrolled. Nearly 50% of the school population are enrolled in New Arrivals
Program (NAP) intensive English classes which cater to the needs of students who have
recently come to Australia with no formal English. A number of students are ex-NAP
students who have exited into Cowandilla mainstream classes.
This SMART=ER project directs attention to a combined year 5/6 class, with approximately
70% of students identified as having been impacted by trauma. A particular focus is on the
wellbeing of 8 students; identified either through information provided from families,
observations of behaviour, information from previous teachers and/or the school counsellor.
Some have experienced or witnessed trauma and some display a high level of trauma based
behaviours.
20% of the class are students with a disability and have current Negotiated Education Plans
[NEP]. A further 20% of students have been assessed through either speech or school
psychology support services. Despite this they face considerable challenges with their
learning. A number of the students, as a result of disruptive behaviour in the past, work
closely with the school counsellor. The counsellor has, over the years, built strong
relationships with individuals and implemented a number of supportive interventions to assist
them to manage their own behaviour.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Description of Project
The intention of the project is to assess the effect of increasing students’ emotional literacy,
understanding and articulation of their own feelings. Our hypothesis is that with an increased
understanding of a range of feelings, students will become better at recognising how they
and others are feeling. As a consequence they are more likely to modify their behaviours to
respond calmly and rationally enabling them to remain engaged in learning.
A series of lessons were team taught by the Counsellor and classroom teacher which
involved:
• Pre-test – children write as many emotions as they can which fit into the 4 categories
of glad, sad, mad and frightened
• Categorising the Bear cards into these groups and naming the emotions
• Scaling each card within each category from least to most intense
• Children identifying and recording their own personal experiences of each emotional
category (for example, how it feels and where the emotion is felt)
• Linking these physical sensations to emotions
• Creating emotions faces showing different emotional states
• Post-test – comparing the total number of words identified to describe each of the 4
categories of mad, sad, glad and frightened
What we did in relation to SMART principles
Attuning:
Traumatised children do not easily know how they feel and have limited experience of
having their feelings recognised by others.
- Explicitly teach a range of feelings allowing children to understand that there are a
range of emotional states
- Rate the emotions within each category allowing students to understand emotional
intensity
- Discuss different experiences so children learn that different people experience
different emotions in different ways
- Provide tactile experiences to give meaning to the size of an issue (for example,
catastrophe scale, blowing up a balloon to the size of the problem, stretching arms to
show 1 – 10)
Teachable moments occur when staff give feedback to children who are in a heightened
emotional state (e.g. “It looks to me like you are feeling a bit flustered. Your face is red and it
sounds like you are having difficulty organising your thoughts”).
Connecting:
Traumatised children find it difficult to shape their own feelings of stress/distress
(emotion)
Most of the children in the focus group have great difficulty identifying how they feel in certain
situations or how other people feel as a result of their behaviour. The most commonly used
responses when asked are ‘bad’ or ‘angry.’
- Use the bear [or similar] cards to help children learn about how to read body
language (facial gestures, particularly eyebrow/forehead and mouth positions) and
arms positioning (crossed arms, hands on hips, clenched fists etc)
- Role play to give students the opportunity to practice identifying different emotions
- Build understanding that certain responses (such as crying) can come with different
emotions (e.g. sadness can be associated with happiness and joy but also sadness
and fear)
- Circle Time – pick the card that best shows how you feel today
- Matching photos/images to words depicting that emotion
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Explicit descriptions about how teachers are feeling and attention to their tone of voice and
body language allow students to have opportunities to learn about how to read other peoples’
body language.
Translating:
Traumatised children feel disconnected from their feelings and need support to get in
touch with how they are feeling, what they are feeling and linking their perceptions
and experiences to their feelings.
- Check a young person’s perception of a situation and help them become aware of
how they respond (eg changing the notion that ‘They made me angry’ to ‘I chose to
get angry. Instead of this I could have …. or ….. or …. or…’)
- Recording on blank body maps how young people experience different emotions and
where they feel them allows children to visually see their own experience of different
emotions
The activity described above has been added to the back of ‘reflection sheets’ so that
children have the opportunity to learn about how their feelings affect their behaviour and to
recognise their own early warning signs.
Considerations
A number of individuals in the focus group, at different times, experienced crises which may
have been experienced as traumatic for them (eg serious illness of a parent, parent in
conflict with family or school, death of a grandparent). These events affected the ability of
the young people to regulate their behaviour independently, requiring more support.
Other changes on a school level also resulted in variables in behaviour, most notably the
effect of having a new ESL teacher in term two and then another teacher again in terms
three and four. This high but unavoidable turnover of teachers proved disruptive to this
group. An increase in deregulated behaviours occurred during these times as new
relationships were developed and routines changed. The neurobiology of trauma informs us
that change can be perceived as a threat and that it may take longer time than normal for
young people to trust adults who are new to them.
Project Outcomes
Six out of the eight children in the focus group present as better able to self regulate their
emotions and engage rational thinking to deal with situations now they are more aware of
their emotions. 6 out of the 8 focus students also demonstrate that they are able to
successfully implement self soothing or calming strategies when they need to and have been
much more successful at naming their emotions. This has been particularly evident when
working through issues using the Restorative framework which involves the questions ‘What
happened?’, ‘Who has been affected? How?’ and ‘What do you need to do to make things
better?’
A secondary benefit of the project has seen children understanding that the choices they are
making in different situations largely affects the outcome of the situation. Being cognisant of
their own emotions and the way their behaviour is affecting others has contributed to an
overall positive change in affect and behaviour, particularly the ability to identify and
articulate their feelings and work out appropriate responses to situations.
Evaluation Processes
In the pre-test we asked students to list as many words as they knew which fit into the four
‘emotions’ categories of mad, sad, glad and frightened. We used the data collected from 8
focus students who fit the criteria of:
• having either experienced abuse related trauma, witnessed family violence or who
displayed behaviours such as hyper vigilance or dissociation ,and
• having been in the class for the duration of the intervention (i.e. had not
transferred to or from another site during terms 1, 2 or 3)
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
At the end of the intervention we asked students to complete the same activity so we could
gauge the extent of their learning and understanding of emotions words (see table 1 below):
Emotional Vocabulary – number of words used to articulate emotions
Name
Pre-test score
Post-lessons score
Student 1
9
12
Student 2
22
42
Student 3
8
24
Student 4
24
28
Student 5
11
32
Student 6
19
50
Student 7
16
26
Student 8
13
14
The children from the focus group were also interviewed so that we could establish the
strengths of the explicit teaching program. Some of their responses are included below:
STUDENT 1 – Male, African, ex NAP, NEP (Speech), refugee background
Identified behaviour concerns: Jumpy, impulsive, lack of focus, avoidant, at times violent
“I learned that people don’t always look how they feel. I learnt about how I might be feeling
so if I am mad I feel tight in my jaw and when I am frightened I can feel my heart beat fast.”
STUDENT 2: Male, African, refugee background
Identified behaviour concerns: Quietly disruptive, strong leadership skills but often
negatively influences others
“I learnt new feeling words and how my body reacts when I am feeling one of those feelings.
Like when I’m angry my face gets hot and I clench my fists. I can calm myself down now if I
am angry, I take really deep breaths.”
STUDENT 3: Female, NEP (Speech), single parent
Identified behaviour concerns: Highly withdrawn and anxious, no strong relationships with
any staff, real difficulty in making and maintaining relationships with peers, steals, prefers to
play with much younger children, difficulty articulating thoughts and verbalizing ideas. A
disconnect between home and school.
“I learnt that there are different kinds of faces. I don’t know what emotion means. It can be
fun to learn about faces and feelings.”
STUDENT 4: Male, single parent, young carer
Identified behaviour concerns: Quick to temper, violent (pushing, punching, hitting with
sticks, name calling), disconnected from peers, limited social network, difficulty taking
responsibility for his actions.
“I learnt that there are categories of feelings like mad, sad, glad and frightened. There were
different emotions in each one. Through using the Bear cards I learned about how to read
the different emotions on the faces and the body. That’s called body language.”
“With the card furious I learned that I am usually like that and at home and sometimes at
school I get furious when other children don’t want to play with me. I can tell I am furious
because I can feel it. I feel heat coming towards my face and when I look at my reflection I
am frowning, my eyebrows drop and I look really tired. My mouth doesn’t smile. “
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
STUDENT 5: Female, Greek Muslim
Identified behaviour concerns: Defiant, disruptive, spontaneous, impulsive, limited social
network (could not identify a best friend)
“I learnt that there are different stages of emotions. I know when I am angry and I can calm
myself down.”
“My behaviour is better this year. Now I am older I have realised how my behaviour affects
other people and how it can affect me. I think ‘What am I doing, why am I doing this?’ and
then I change what I do. I get to learn more now because I am in class more and I get to be
with my friends more.”
STUDENT 6: Male, Maori, witnessed extensive Domestic Violence
Identified behaviour concerns: Erratic, sulky, strong interpretation of right and wrong with
sensitivity to perceived injustice
“I want to learn harder words about emotions because they help to describe how I am
feeling.”
STUDENT 7: Male, Phillipino
Identified behaviour concerns: Dishonest, fearful, dissociative, and anxious
“I don’t feel a lot of emotions. I am usually kind of neutral. Sometimes my legs feel
very light when I am scared and I get worried about NAPLAN [national tests] and
meeting new people.”
(Student comment)
STUDENT 8: Male, Vietnamese, NEP (Speech)
Identified behaviour concerns: Dissociative, hiding under tables, great difficulty verbalizing
feelings or sorting through problems verbally, disruptive with off task withdrawn behaviours,
learnt helplessness
“The Bear cards were about different kinds of feelings. I learnt some new feelings words.”
Conclusion
Through participating in these lessons children are more often able to understand how they
are feeling and articulate why. Being able to name different feelings means students are
able to understand what is ‘going on’ for them. Now they realise that the physical sensations
they experience are actually the expression of certain emotions. In some cases students
report they are able to use a range of calming techniques to help manage their emotional
responses.
The main benefit of building emotional literacy is that children learn how to understand and
articulate how they feet at different times and to work to manage their response to different
situations. They learn to identify early warning signs in themselves and are able to employ
calming techniques appropriately to reduce their state of arousal.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Some key considerations
Although the lessons in emotional literacy and awareness proved beneficial for a number of
students in the focus group for this study, there were still 2 out of the 8 who presented with
little increased understanding of the content of the lessons taught. This could be for the
following reasons:
• These students are both verified as disabled in the area of speech - perhaps they
required more explicit teaching in order to fully understand the content that was being
delivered or perhaps they did not have the expressive language skills required to
verbalise their understanding
• These students, both presenting as highly dissociative, are impacted by
developmental trauma such that their learning capacity is severely compromised and
the evaluation/interview process was simply too overwhelming for them. An
alternative assessment process may have proved more effective in reducing the
‘freeze’ response that seemed to occur during the evaluation process with these two
children.
To make sure that all children are given the opportunity to practice and consolidate their
understanding of emotional literacy and awareness we would recommend that this program
(or one similar) is taught repetitively, each year building on previous learning, so that
knowledge about emotions becomes reinforced and strengthened. This would strengthen
the benefits and would increase the probability of sustainable.
Case Study
The most significant change we saw was in student 6. At the beginning of the year he
presented as highly anxious and would frequently ‘shut down’ when trying to work through
problem behaviours (such as refusal to follow instructions, arguing, refusal to problem solve)
This behaviour was out of character for Student 6 and after a number of lengthy
conversations with his mother we learnt that this child’s father had been extremely violent to
his mother in the past and as a result she had left her country of origin. Also, the student’s
brother was arrested [violently] in his presence when he was a young child and he had
experienced chronic bullying at school in the past.
We believe it is possible he was being triggered by the behaviour of another boy in his class
who is highly volatile and cab act violent. Witnessing the other boy’s behaviour put Student
6 into freeze mode, which explained his non-compliance, while at other times he argued with
teachers, perhaps in an attempt to control the situation.
Participation in this project has given this student a way to identify what he is feeling. As he
is able to articulate his thoughts and feelings he is able to give more information to staff
about his behaviour. This gives teachers a context and increased understanding of the way
the student ‘presents’ which allows more supportive interventions to be put in place when the
student is distressed (e.g. talking to a trusted adult, more calming down time, mum’s support
for him to talk through issues etc).
Student 6’s feedback about his involvement in the emotional literacy lessons is particularly
encouraging. He confidently states:
“I have learned different emotion words that I didn’t know before and it means I have better
ways to describe how I am feeling. It means I have a better understanding about how I can
behave, like moving away from a situation that is boring or unsafe.”
Also pleasing is the fact that this student wants to know more emotions words so that he can
use them to enhance the content and increase the complexity of his written work in literacy.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Flinders Park Primary School
Index of educational disadvantage
Category 5
Project Title
“Connecting with each other, For each other”
SMART=ER Project Inquiry Question
If we further develop a Play Based Program with a focus on sensory play, then
will students develop a sense of engagement with their own learning and
connect more fully with peers and important adults at school?
SMART=ER PRACTICE Focus Areas
Connecting, engaging, calming
Timeframe
May 2010 to September 2010.
Staff Involved
•
•
Reception/Year 1 class teachers - two classes
E.S.L. teachers
Resources Required
•
•
•
•
•
Articles on play and Sensory Integration
Time to talk, discuss and plan
Support staff
Consumables
Play Items from the Toy Library and SERU
Context
Flinders Park Primary School is located in the inner western suburbs of Adelaide. There are
222 students currently enrolled at the school. A quarter of our students are School Card
Holders and half of our students are from Non-English Speaking Backgrounds, with our
newest arrivals coming from Sudan, Afghanistan and India. The school also has an area
resource Special Class for students in Years 3 – 7.
Some students at our school display behavioural traits that could be associated with trauma
including such things as the inability to cope with change, difficulty attending to learning and
challenges with developing relationships. We also have a number of students who have
come from war torn countries, experiencing trauma themselves or vicariously through their
family members. Even though a number of these students may not outwardly exhibit trauma
type behaviours we are still very mindful of their needs, the needs of their families and carers
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Description of Project
The transition from Kindergarten to Primary School is a very special and sometimes difficult
time, for children and their carers/families. This year we wrote and trialled a new Transition
Policy. The team included the reception/year 1 teachers, English as a Second Language
[E.S.L.] staff, student leadership team, school chaplain and the kindergarten staff.
In developing stronger links with the Kindergarten we hoped to make the transition to school
more streamlined and predictable for all involved and strengthen relationships that were
already beginning to be developed between adults and children.
Once the children began school, we noticed that their behaviour was either quite insular and
egocentric or demanding of peer and/or adult attention. In general, students found it difficult
to settle to tasks, listen to others and there was a group of students whose behaviour
interfered with a safe, orderly and productive learning environment. They found it difficult to
relate to each other in positive ways. The R/1 teachers were organizing two play sessions a
week involving both classes.
In the context of the behaviours described above, involving all the children constructively in
activities was a challenge during this time. Committed to the value of play based learning, as
a group we explored our beliefs about play, the benefits to our students and planned how we
could work together to improve the experience for all involved, guided by the Strategies for
Managing Abuse Related Trauma [SMART] PRACTICE Framework.
It was decided that an ESL team member would initially plan and set up activities for the
classes based on children’s interests, classroom learning experiences and needs for sensory
play. Classroom teachers actively took part in all play sessions, interacting with students on
many levels.
The four students we chose to focus on for this project each had quite specific needs that, as
a group of teachers, we were concerned about and could take action to address. Each of the
students had difficulty relating in a positive way to their peers and sometimes to other adults.
Friendships and the ability to play appropriately to enable the development of positive peer
relationships were areas that we focussed on during the project.
To succeed in an ever-more complex and technological world, our children need a solid
foundation based on play. Play develops a love of learning, a love that is so desperately
needed by children who can look forward to a minimum of thirteen years of formal education!
What we did In relation to the SMART principles
Build relationships
We design a play based learning environment, constructed for children and with children,
within which students can develop positive relationships with peers and adults. Students
engage in an array of learning experiences under the guidance of class teachers and other
significant adults. The Smart Principles of Connecting, Involving, Calming and Engaging are
applied in the design of this program.
Connecting
Traumatised children were supported to get in touch with their feelings and link their
perceptions and experiences to them.
Activities we chose to develop a sense of connectedness included:
• sensory toys to facilitate a sense of calm, including play dough and soft toys
• experiencing different feelings and naming them
• feelings based play activities , including taking photos and making feeling books,
• making memory boxes
• tracing body outlines
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
•
•
•
•
•
•
the use of music and dance,
use of mirrors for self-awareness and connection to self
art and colour work around the theme of feelings
active and physical activities, such as using the sandpit and swings
drumming
making a friendship quilt and collage
Involving
Typical of traumatised children, some of the children at out school find it difficult to make
friends. Our knowledge of the neurobiology of trauma explains this as them having ‘poorly
developed maps to guide them’. They often fail to constructively interpret social cues, feel
isolated and different from their peers. Some of them use socially inappropriate behaviours
to engage with peers that are not helpful in their efforts to make friends and can tend to have
the opposite effect.
We organize activities to help students learn:
• how to enter a group already playing,
• read body language
• be part of an informal conversation,
• play cooperative games and
• build positive relationships with staff and significant adults.
The children record positive play experiences with digital cameras to share with the class.
Calming
Some of the traumatised children at our school find it difficult to manage or change their
feelings of stress/distress. Trauma may have impaired these children’s cortical capacity to
regulate sub cortical functioning.
Activities we choose from to give students opportunities to practice calming include:
• Play dough and slime
• puzzles
• sensory soft toys and water play
• observing the newly hatched chickens
• music
• creation of a calm box and calm place
• dancing, yoga and swinging
The teachers and significant adults practice the important task of just ‘being with’ a student
Engaging
Some of the traumatised children may have had insecure blueprints for forming, maintaining,
understanding and being in relationships. Our understanding of the neurobiology of trauma
helps us to understand that changing relational representation comes with repetitive
opportunities to practice and experience difference in exchanges with others.
We organize activities to provide opportunities to engage with others through:
• role playing
• relationship building with adults and peers, beginning with parallel play
• utilising ‘teachable moments’
• identity webs
• child initiated play
Teachers and significant adults reflect on the positive aspects of play and build in quality
one-to-one time with specific children to support all students to engage.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Considerations
For a play program to be successful, we believe it is essential that:
• We are totally organised, having activities planned and set up prior to
the students entering the room.
• The program is relevant to the needs of the students.
• There is time to teach the rules of engagement and expectations e.g.
packing up, sharing, skills, etc.
When the adults are actively engaged and involved with students in play sessions we hear
and see conversation, questioning, affirmations, suggestions and laughter.
The SMART PRACTICE framework also helps us to recognise future areas of support for
children. For teachers, observing particular children in play was also very insightful and
helpful with further thinking and planning to meet their developmental needs.
Project Outcomes
The project is a success on many levels. Foremost, the atmosphere in the two classes has
really changed to one of great enjoyment, anticipation and excitement as the students enter
the class ready for their play session.
Teachers report that the level of student engagement in the activities over the course of the
project has increased from 25% to almost 100%. Students are more actively engaged, not
only in the actual activities but also in relationship with each other.
For our four focus students, we notice them more actively engaged in each activity and
concentrating for longer periods of time. They involve themselves in a wider range of
activities and their interactions with each other are more positive and sustained. Students
generally are demonstrating increased confidence to try new activities. Transferring this
confidence to the school yard, three of our focus children have increased the number of
students they are playing with and two out of the four now venture into other parts on the
yard.
The yard can still be quite a challenging place for our students yet there has been amazing
changes in the behaviour of one of the students in the class. He is now playing much more
positively in the yard, is demanding less teacher time in class and is interacting positively
with a wider range of children.
Evaluation Processes
•
•
•
•
Interviews were conducted at the beginning and end of the project with the four focus
children in relation to their attitudes to school, learning and friendships.
Observations were conducted during play sessions by teachers using a ‘tool’
designed for the task.
Informal discussions with teachers and students over the course of the project.
Display of student art work.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Conclusion
Students as a whole, and in particular the focus students, benefit from SMART=ER Practice.
Some of the students have also been involved in other school based projects including Hip
Hop dance lessons and drumming with Survivors of Torture and Trauma Rehabilitation
Service [STARRS] and participation in the Moving to Learn Programme, in addition to a new
school fitness program.
Key Messages
To sustain a Play Program, using the SMART PRACTICE Framework we believe it is
important for:
• All teachers to be trained in SMART and have a commitment to the values of play
based learning.
• Teachers to have initial support to use SACSA curriculum, the SMART PRACTICE
Framework and observation tools to plan quality play experiences.
• Teachers need support until they are able to plan and program independently to meet
the needs of their students.
• Ongoing reflective practice to ensure teachers are engaging students in
developmentally appropriate play and interacting with students to develop positive
relationships.
Case Study
‘Mary’ (not her real name) finds school life very difficult indeed. She was constantly in
trouble, unable to sit with her peers in class without annoying them and was often walking
around with a teacher on duty due to her inappropriate play. She was desperate to make
friends but found it very hard to connect with others.
During the initial play sessions she would spend all her time in the home corner, dressing up
and acting like a baby. During this time she was unable to play cooperatively with others and
would often be asked to remove herself from the play area. Her play was more parallel in
nature but she was desperate to engage in some way with the other children. She found it
hard to even name one student that she could label as a friend.
In class, she had a special spot to sit on the floor. Throughout this project a number of things
changed quite significantly for this child.
Most importantly, her attitude to school and her learning has become positive. She has
particularly responded to the structured and consistent experience of the play sessions.
Initially she didn’t like coming to school, didn’t like working in groups, maths, reading, writing
or even play. Now she reflects on all these areas positively. She is able to name two friends
that she plays with in the yard and can talk about activities that they enjoy together.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Hackham West Schools
“Finding peace”
The context
Hackham West Schools is a category 2 school on the Index of Disadvantage and has
approximately 150 students from reception to year 7. It is located in the southern suburbs in
a predominantly Housing Trust rental housing area which includes emergency housing.
Many of our students come from homes where they have or are experiencing varying
degrees of trauma from domestic violence and/ or drug and alcohol abuse. A high number of
our families rely on welfare payments. Many families use violence in an attempt to solve
problems and students exhibit behaviours associated with abuse related trauma at school. A
number of students show signs of disengagement, disconnection and an inability to selfcalm.
Teachers were asking for support and strategies to help with the high number of behaviour
issues and students exhibiting violent behaviour. Many students were leaving classrooms
and at times the school grounds. They were difficult to calm and be encouraged to return to a
safe place. Some would hide or withdraw in class.
There were a high number of behaviour issues that required support from leadership and
there was a lack of consistency with class behaviour management and development.
Information on student’s behaviour was not consistently getting home to families and
therefore there was a lack of communication and accountability for students. This was
negatively affecting student learning and wellbeing.
SMART=ER Project Inquiry Question
There were a number of questions that we asked ourselves.
• What was the real cause of the behaviours that these students were exhibiting?
• What were we doing that wasn’t working?
• What were we doing that was working?
• What did we need to do differently?
• What did we need to know so that we could make changes?
Punitive punishment was obviously not the answer. We needed to find and implement
strategies that would result in positive behaviour development to help children restore
relationships, develop self calming strategies, reconnect and increase their zone of
tolerance.
We decided that we needed to know more about the effects of trauma on the way the brain
works and the impacts of developmental trauma. We also needed to learn more about
working restoratively with students, develop strategies to recognise the early signs that
students are becoming anxious, and to make our practice predictable and consistent. Our
question became:
“If we focus on developing a culture of positive behaviour development through the
implementation of SMART PRACTICE (and restorative practices) will we see
students making more appropriate choices in solving problems and reducing
conflict?”
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Description of Project
Doing something differently
As a staff we collaboratively identified what we needed to do, we decided to:
• Complete SMART training on line [if we hadn’t already been trained] so that we all
had a better understanding of abuse related trauma, the development of the brain
and the strategies that support student learning.
• Organise whole staff training in restorative practices and discuss the changes that
this means for us at a classroom level and whole school level.
• Hold an information session for parents so that they would be better informed, able to
use the same common language as school, understand what we were trying to do
and hopefully be supportive of the changes we were making as a school.
• Include time for teachers to share stories and ideas about SMART & restorative
practice regularly on the staff meeting agenda.
• Review our school behaviour policy to reflect our new knowledge.
• Notify parents/carers of behaviour issues their children had been involved in to
improve communication and build relationships.
• Inform and seek approval from Governing Council for changes in policy and practice.
• Explore ideas to reward positive behaviour. In addition to what was already being
done, reward play was started for students making good choices and a raffle ticket
system developed to encourage students who were displaying school values in class
or in the yard.
• Invite Autism S.A. to run a training session for us on the use of visual timetables and
the one to five emotional thermometers. All classes use these strategies, together
with visual timetables to build strong consistency and predictability across the school.
• Constructed walls in the previously ‘open unit’ to calm the sensory environment and
help students remain connected with their own class.
• Designed a “cool down” room in the front office for children to use when they need to
leave the classroom to self regulate.
• Learn to recognise the early signs when students are becoming angry, frustrated or
upset, let them know we’ve noticed and suggest they use the “cool’ down” room.
• Make “Cool down” cards for students to take when they need to leave the class. This
prevents the need for students to have to ask when they are overwhelmed with
feelings, can’t talk and just need to leave the room before the situation escalates.
Students are encouraged to come to “cool down” when they recognise [or are told]
that they are at about level 3 on the 1-5 scale, as this is when they are still able to
make good decisions.
• Made “cool down” areas in classrooms.
• Counsel all students coming to the office, including predictable questions such as
what happened? Who was affected? What could you do differently to have a better
outcome? How can you fix what has happened?
Challenges
•
•
•
Finding time for class teachers to have more involvement in restoring the relationship
Encouraging students to talk openly and trust that we are trying to help , not punish
them. Once they had been through the process it was amazing to see how quickly
they sought help and talked about what had happened. Some even began drawing
story maps of what had happened with paths going to where they should have done
something differently.
Encouraging students to come to the office for “cool down” instead of running off in
the yard until students develop trust in the relationships that they are building with
staff.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Key Outcomes - What’s different now?
This journey has had an enormous impact on the school climate as evidenced by:
• Our data has shown that in the first term this year we had 236 students sent to the
front office for behaviour related incidences that needed leadership staff intervention.
In the second term as the changes were made, we had 112 incidences and in term 3
we have seen this reduce down to 42 incidences.
• Students being proactive in seeking assistance, talking and solving problems.
• Students using the “cool down” room instead of “taking off” into the yard when things
go wrong for them, allowing us to intervene at an earlier stage.
• Students being better at self regulating their behaviour and making choices at
appropriate times.
• Student’s attitude to coming to the office has changed to a positive association.
• Students view the office as somewhere to take refuge, seek help to sort out whatever
has happened and work out how to restore relationships.
• Classes have greater consistency with classroom practices.
• Classes have clear and explicit processes and learning environments are calmer.
What next?
As a staff we need to:
• Reflect on and review our SMART practice regularly to support continuous
improvement and staff new to the school.
• Attempt, within our control, to get consistency with staffing.
• Attend to transition each year to support predictability and help students settle quickly
into their new classes.
• We need to continue our journey of sharing good practice.
• Collaborate with our community partners to train in The Games Factory methodology.
• Attend to whole school culture, and be proactive in developing student’s resilience,
social skills and values.
• Develop a common, whole school consistent language to use with students.
• Identify vulnerable individuals and target our interventions more explicitly.
• Notice the core group of students with emergent behaviour issues, plan and
implement strategies to address their needs. Design and target programs or
intervention strategies explicitly for them.
• Reflect on yard behaviour concerns, review practice and explore options for positive
change.
• Organise a games program at lunch, have the library open for more lunch breaks and
give some thought to the timing of our breaks.
Our data has shown that in the first term this year we had 236 students sent to the
front office for behaviour related incidences that needed leadership staff
intervention. In the second term as the changes were made, we had 112
incidences and in term 3 we have seen this reduce down to 42 incidences.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
CASE STUDY
J lives with his mother and his three younger siblings. He doesn’t have a stable relationship
with his father and blames himself for his father not living with them. He is in year 5.
J was our number 2 most frequent visitor to the office in term 1 of this year. He would disrupt
learning as much as possible in the classroom and would frequently leave the room and be
found out in the playground swearing and refusing to come to the office. Often he would push
chairs over and kick furniture on his way out of the classroom. Once at the office he would
refuse to talk about it and the situation would often escalate until his mum was called to pick
him up. He was suspended from school on several occasions for violent behaviour. Mum
was also frustrated with his behaviour and sometimes took this out on school staff.
Changes in his class around behaviour education, the emotional thermometer and
restorative questioning began to have a positive impact on his behaviour in term 2. J was
explicitly taught to use the 1-5 scale and the “cool down” card when he found he was getting
frustrated, angry or annoyed. Each time he came to the office he was given time to calm
down in the “cool down” room and then asked to tell what had happened. At first he would
shrug and say,” It doesn’t matter, no one cares.”
As he became more familiar with the process and realized that he was going to get a turn to
tell his story, that we were interested and just wanted to help him fix things, he became much
more compliant. We were able to ‘rethink’ what had happened in class, discuss and
rehearse other options with him. He started using the “cool down” cards so much that he was
hardly in the classroom. This was then becoming an issue.
We wanted him to leave the class before his behaviour escalated but we did want him in the
classroom, learning. We then looked at the things that best calmed him when he was getting
angry. He found that colouring in intricate pictures worked well for him and allowed his
thoughts to move from the issues he was having to a state of calm. We then used these
pictures with him in the classroom and when he finished one, we laminated it for him. We
also talked with his mum about strategies we were using to support him to improve his
behaviour and stay in class.
When she realised we wanted to work with her, her attitude changed and she was mostly
very supportive of us. J was given a behaviour chart and rewarded for making good choices
in the classroom. This term we have only seen J at the office twice for behaviour related
issues and he has only needed to use the ”cool down” room on a couple of occasions. He is
much more able to self regulate and his zone of tolerance is much broader. He enjoys school
and the positive changes that have taken place have not only affected his wellbeing but also
those of other students in the class.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
SMART=ER practice 2010
This is a preventative and
pro-active process of
being there to support the
young person through
both good and difficult
times.
[Hackham West Schools]
TRANSFORMING TRAUMA SUPPORT STRATEGIES
Predictable
Traumatised children experience any change as a possible threat. Building an environment
that is as familiar as possible reduces threat responses. Consider strategies that support
students to manage change and consider sensory (sight, sound, smell, taste, touch)
familiarity to promote predictability.
Visual timetables for the whole class and individuals
Structured routines children know what to expect when
TRT folders when regular teachers aren’t here routines are. Relevant information is shared
Predictable disciplinary responses when needed
Explicit expectations - avoiding secrets and surprises
Reward play every Friday - planned celebration
Responsive
Responses to children’s behaviour should always stem from an understanding of the traumabased origins of that behaviour. This may mean a disciplining framework is not always the
best path. Incorporate relationship repair in all behaviour management responses.
Awareness of impacts of trauma on individual students
Understanding how to talk to students in helpful ways
Responding flexibly to individual needs
Replacing punitive responses with relationship building ones
Modelling respect and encouraging respectful relationships
Keeping confidentiality and building trust
Being aware and proactive and staying a step ahead
Restorative practice telling them how others feel and are impacted
Re-think process that encourages reflection [when calm]
Attuned
Trauma is fundamentally a disintegrative process. This means that children and young
people are often disconnected from their own emotional and physiological responses. The
more we are attuned to the student’s patterns and processes of responding, the better we
are able to understand the individual and help him/her to understand their own reactions.
“Super feelings” program run in collaboration with the community centre
Morning cool down relaxing, calming starts to the day
“Relaxing in my own way when I need to”
Helping students recognize their early warning signs themselves
Helping them know what’s helpful when they feel them then do it
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Connecting
To begin the healing process, traumatised children need to start with a process of feeling
reconnected to themselves – their feelings, their physical responses and their strengths.
Implementing strategies that build emotional literacy and allow students to experience and
recognize pleasure and success will improve the student’s capacity to successfully interact.
Adults staying calm & in control “no holding grudges”
Emotional thermometer in every room and worn by all adults
Stress balls
Teaching of respectful relationship
Bounce Back
Encouraging talk and communication about feelings
“BluEarth” teaching awareness of mind-body connection
Translating
The way we structure a story of understanding about our experiences is a crucial integrative
process for engaging with life. Children who have experienced trauma struggle to build those
stories of understanding because of the impacts of that trauma. These students need a
translator to facilitate the process of recounting and remembering.
Role playing to understand ourselves and others and the world
Social Stories to understand what happens and what can change
Sharing experiences so we know what happens for others & how we fit
Involving
Children who have experienced trauma often struggle with relationships with their peers. Yet,
these relationships can be a source of healing and nurturing when developed and supported.
Girl’s group with the DECS social worker
Buddies connecting young people to develop relationships
Links with the community centre-breakfast, single sex groups, nutrition
Get to know you activities to help build relationships
Peer Support and Mentoring
Calming
Traumatised children are in a constant state of high arousal. To facilitate positive outcomes
for these children at all levels (educationally, socially, emotionally, behaviourally) we need to
provide and support experiences of calm on a consistent and repetitive basis.
Consistency and routine to keep everything calm
Cool down cards that young people can use when they need to
Peace room with places to hide, things to touch and do, and calm down
Relaxation areas and times couches, spaces and time to learn how to regulate feelings
Creating calm environments erecting walls in the units to reduce noise
Engaging
As with calming, the element of engaging children in relationship is fundamental to our work
with traumatised children. The experience of appropriate, supportive adult-child relational
exchanges is instrumental to supporting children who have experienced abuse related
trauma.
Being transparent so young people know what adults are thinking
Being consistently supportive - always being there
Tuning in strategies
Time for humour and silly moments
Games board games in the library where young people can engage with others and teacher
Thinking and Planning
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
ICAN SMART=ER Project
Project title
SMART=ER NICAN
SMART=ER project inquiry question
If we apply an external, tailored Case Management model, which uses a
neurobiological approach and SMART PRACTICE strategies, when working with
vulnerable students at risk of disengagement then do we see a positive effect on the
young person’s engagement and learning?
SMART PRACTICE focus areas
Calming, Engaging, Attuned, Involving, Predictability, Responsive, Connecting.
Staff involved
Campbell Hamilton, Elizabeth Vale Primary School
Lizzy Bamfield, Kerry Hoare, Centacare
Mary Muggleton, Ruth Richards, Ingle Farm Primary School
Danielle Penley Baptist Community Care
Brain Plush, Mawson Lakes Primary School
Kat Ochan, Anglicare
Annette Bulling, Jenny Allport, Helen Halse, ICAN
Resources used
Students living with Trauma resource (available from Elizabeth Grove Primary School)
Zones of Comfort
Tree of Life Collective Narrative Practice (more information is available at:
http://www.dulwichcentre.com.au/collective-narrative-practice.html)
SMART Practice Framework
Context
ICAN (Innovative Community Action Networks) is an initiative of the Social Inclusion Board.
ICAN aims to re-engage disengaged young people into learning and/or earning pathways. It
does this by facilitating partnerships between schools and community providers, who then
use Case Management as a strategy to assist the young person identify their goals and then
work on the steps to achieve them.
In 2010 ICAN began involving Y6 and Y7 students into the program for the first time. The
Northern Adelaide metropolitan ICAN region (NICAN) took on this project as one of its
models for engagement with the Primary sector.
How did we get to this place?
At the core of this project is the realization that many disengaged young people come from
trauma backgrounds. Neuroscience research tells us that access to learning will not occur
until the trauma issues are addressed. Research also tells us that connection to significant
others, relational primacy, makes a huge difference.
Description of project
With a commitment to engaging our most vulnerable young people in education and an
understanding that schools can’t do it alone ICAN took SMART Practice to the community
partners who provide case management. Working with three primary schools and three case
managers ICAN used the SMART Practice Framework to increase young people’s
connectivity with the classroom whilst building common understandings between the schools,
teachers and case managers.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Program goals
• To decrease trauma symptoms in ICAN identified young people
• To increase learning and life opportunities for our young people
• To give our case managers and respective teachers professional development to build
a common understanding of the neurobiology of complex trauma and its effects on
young people
• To give our case managers and respective teachers professional development to build
a common understanding of SMART PRACTICE strategies to address the outcomes
of trauma on brain functioning.
Our project
We first identified three schools and thee case mangers that expressed interest in the
project. The teachers and case managers had just begun working together in ICAN so the
first SMART=ER Project Day at EDC in March was an opportunity to plan together for the
first time.
Additional training, conducted by Annette and Jenny was facilitated in May for participants in
the SMART=ER project and any NICAN and community partner staff that wished to attend.
The morning of that day looked at the neurobiology of complex trauma in depth and how it
might manifest in a young person, that is, what it may look like in a young person in a
classroom/school setting. The afternoon was spent in looking at specific strategies case
managers and teachers could both utilize to address the needs of the young person. Some
of these strategies came from SMART practice and other relevant strategies were also
introduced. Time was allocated for the respective teachers and case managers to plan
together.
Apart from the other two SMART=ER days at EDC, we conducted one other meeting towards
the end of the project to complete the evaluations and to organize our Showcase
presentation. Contact between the participants and ICAN during the project was maintained
mainly by email and by some personal contact from Jenny, especially with the case
managers. Case managers and teachers were in regular face to face contact.
Additional resources were emailed to participants as they became available. During the time
of the project Jenny was studying the Vocational Graduate Certificate in Developmental
Trauma with the Australian Childhood Foundation and shared resources gained through her
participation.
Each teacher/case manager pair tailored the approach they used differently, depending on
each particular situation. For instance one pair used the Tree of Life strategy extensively and
taught it to the whole class because the young person was uncomfortable with one on one
sessions with the case manager.
Projected outcomes
We wanted to provide our case managers and teachers with a common, cutting edge and
relevant platform with which they could work together to better address the needs of young
people in danger of disengaging from learning.
Evaluation processes
Annette and Jenny conducted interviews with teachers and case managers together, and
separate emailed evaluations were completed by them all.
At a meeting held towards the end of the project, key stakeholders were asked what was the
most significant change, benefit and/or outcome that participation in the project had for them.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Key outcomes
For young people
Both teachers and case managers reported that there was an increase in confidence and
that young people had better peer and friendship connections. They noticed a greater level of
engagement and that the young people developed emotionally and socially. Another
outcome was that students were fascinated by the ‘brain’ lessons, “a fantastic way to work
with young people, reassuring to know about neural pathways and frontal lobe development.”
One young person was able to self-manage arousal levels by using strategies taught and
made available when needed. This young person was able reflect on their own actions and
became more accountable for them. This young person also had very positive experiences
as a learner, which helped improve his self-esteem and belief in himself as successful.
For case managers
Case managers reported that they had a better understanding of the neurobiology, greater
understanding of young people and their issues and a greater bank of resources and
practices that work and that they were able to use them successfully.
Another outcome was that they had a shared understanding with the teacher, which made it
much easier to work with them. There was a common purpose, a common language and
common practices. There were more opportunities to work with the whole class, the teacher
was able to follow up on topics raised at other times and there was a permeation of
SMART=ER practices across the whole class. “Very satisfying - the teacher had a
commitment and was open to new ideas.”
For teachers
Teachers reported that it was great to work with someone who was on the same page. The
case managers were open, honest, supportive and non-judgmental. “Allowed me to build my
own confidence in establishing successful strategies to support my students.” “ It gave me an
opportunity to get some science behind some of my practices when supporting at risk and
traumatised students.” One parent of an ICAN student wanted to know what was in the
sensory box went shopping and bought stuff for home.” “ Greater knowledge of brain function
and development.” “Students benefitted? – for sure.”
For ICAN
All the participants in this project thought it was highly beneficial for themselves
professionally and personally; and for not only the ICAN young people but for the whole
class. One of the schools has plans to expand SMART practice into the rest of the school
and into the school community with the parent cohort in 2011.
Case managers, because they work across a number of schools, have found that their
participation has given them a toolbox and a neurobiological underpinning that they can use
ongoingly. They have also identified that the critical factor when working in primary schools is
the involvement of and the relationship with the classroom teacher. This project has given
them the opportunity to do so in a rich and rewarding way, especially in comparison with
schools that were not participating in the project.
Conclusion
Operating from the same framework that is at the cutting edge of research into trauma and
abuse, using a common framework that addresses trauma issues and issues of
disengagement and gives case managers and teachers practical strategies that work makes
for a highly successful synergous, joined-up model for ICAN to consider promoting in the
future.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Kirton Point Primary School
Index of educational disadvantage
Category 2
Project title
Getting Zen at Kirton Point
SMART=ER project inquiry question
If we support a year 6/7 class to establish a peer mentoring program then we will
improve connectedness among junior primary and upper primary students ?
Additionally will this empower older students to make improved behaviour choices
and encourage initiative and leadership qualities.
SMART PRACTICE focus areas
Engaging/Connectedness, Calming and then linking in Mentoring, Responsibility and
Accountability
Timeframe
School Year 2010
Staff involved
Bree Keatly - School Counsellor
Shannon Little - School Counsellor
Hayley Davis - Classroom Teacher
Context
Kirton Point Primary School is based in Port Lincoln and is an R-7 school with an enrolment
in term 1, 2010 of 313 students, with numbers expected to be about 350 by term
4. Approximately 60% of our students are School Card holders and 12% (61) of students are
Aboriginal, there are also 7 GOM students and 61 ESL students.
Resources Required
Yoga instructor - used for calming strategies
Yoga equipment - mats, blocks, belts, books
Relaxation resources - Music, Yoga Pretzels (cards), candles, incense
Training in SMART practice for staff members not previously trained
Time and TRT’s
Description of project
At Kirton Point SMART PRACTICE is already part of our everyday working. All staff have had
training and experience in SMART practice since 2008 when we first took part in the
SMART=ER Project. Therefore this year we decided to focus more closely on one aspect of
SMART practice: Calming. We worked with a year 6/7 class and involved them in discussion
about many different calming ideas. From this we settled on trying a whole school yoga
mentoring program.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
How did we get to this place?
In our site we have a high number of children who have experienced some form of trauma
and because of this there are also a high number of behaviour issues. These include:
difficulty settling into a classroom, inappropriate overt reactions to a situation, withdrawn
behaviours and reluctance to attend and/or engage with learning. The complexity of our
‘focus’ class is that: 12 children have experienced trauma, 2 children have diagnoses of
Tourrettes, 2 children ADHD, 8 students are indigenous, 2 children present with high anxiety,
1 child exhibits extremely low resilience, 1 child very low motivation, 1 child has same sex
parents, 7 children a permanently absent parent, 2 children neither parent, over half the class
have attendance issues, either lateness or regular non attendance.
The opportunity to participate in a program to change practice was shared and discussed
with this group of children. With an awareness of SMART PRACTICE we talked about
implementing a program across the school to increase connectedness and belonging. We
explored many different ideas and yoga seemed to generate the most interest, especially
when we began work with our instructor. She has the most amazing, calming nature and
managed to engage even the most reluctant children.
Surveying Junior Primary Children
We began the program by sending out a survey to all junior primary teachers asking a series
of questions about how they feel in the yard and towards older students. These are the
results we received.
50
45
40
35
30
Term 1
25
Term 4
20
15
Short Answer Questions
There were also a series of
short answer questions
where a number of children
10
5
0
Yes
No
Sometimes
Do the big kids help you at school?
40
60
35
50
Term 1
40
30
30
25
Term 1
Term 4
20
20
10
Term 4
15
0
Yes
No
S ad and
U n h a p py
H a pp y
5
S c a re d
0
10
How do you feel in the
yard?
Do you feel safe in the
school yard?
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
40
35
30
What is your favorite play area Term 1
25
What is your favorite play area Term 4
20
Where do you feel safest at recess
and lunch Term 1
Where do you feel safest at recess
and lunch Term 4
15
10
5
0
Oval
Quad
Playground
Library
Chill-Out
Project summary
From the term 1 result we discussed, with the year 6/7 class involved, what we could do to
help younger students feel safer and build positive, supportive relationships with them. This
is where the idea of a ‘mentoring’ program came in and we linked it with yoga to help the
older students focus on some calming and relaxation techniques.
Calming with Yoga
The word Yoga is derived from the Sanskrit word for "yoke" or "join together." Essentially, it
means union. This was an appropriate definition for our purposes because in essence it is
what we are trying to do; bring the children to a greater awareness of themselves and
connection with each other- a ‘bringing together’. To help engage some of the more
reluctant boys we began the program by discussing how elite athletes, such as footballers,
use yoga for training. The yoga sessions are held weekly. During the first session the
instructor went through the expectations of a yoga class, why we do yoga and the benefits.
She really focuses on the calming side as she is aware this is one of our goals.
It is amazing to see the difference in some of our most difficult and highly strung students.
They are engaged, relaxed, responsive and on task. Their positive behaviour, we believe, is
influenced by the demeanour of our yoga instructor. The instructor had an amazing tone to
her voice and it creates an instant feeling of safety, warmth and calmness. This reminds us
of the importance or regulating our own emotions, being able to maintain calm and
communicate it through our voices to create calmer classrooms. The year 6/7’s participated
in four yoga classes with the instructor before discussing how to run a program with the
junior primary students.
Description of project: Mentoring with yoga
Over two weeks the class planned with our instructor to design a yoga program suitable for
junior primary children. Supported by the modelling in their own lessons, in their program
they included a discussion about why yoga is good for us and the expectations of a yoga
class. During the mentoring sessions the 6/7 students formed groups of three with each
person having a specific role for the session. The roles were:
•
Leader – Ran the session and discussed benefits of yoga
•
Demonstrator – Showed children the yoga poses
•
Calmer – Walked around calming and quieting the children
Each session had music, the blinds pulled over to darken the room, a candle lit and some
incense burning. This created to calming, sensory environment and set the mood for children
to be able to engage with the yoga in a quiet, relaxed space.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Planning and mentoring sessions are alternated. This meant junior primary children
participate in a yoga session once a fortnight and allows time for our 6/7’s to prepare and feel
confident. To support the learning, provide structure and consistency we rehearse the yoga
sessions with the instructor and she provides feedback and suggestions. We run the
program this way to ensure children always feel comfortable, confident and prepared when
they go to their junior primary classroom. Progressively we add in more difficult postures,
partner work and in the final weeks they are teaching whole yoga sequences such as ‘salute
to the sun’.
Towards the end of the program some older children were beginning to loose interest. We
managed to keep them engaged by reminding them that they had a responsibility to teach
the younger students and explaining that what was important was that the junior primary
students enjoyed the yoga. This was a challenge for some but they showed great
responsibility about teaching their junior primary class.
Things to consider
The whole school needs to support and values the program
• A good yoga instructor is the key to success
• Be involved yourself
• Create an after yoga class for teachers – this allows the whole school access to the
benefits and children see and know we’re all engaged in a valuable practice for
‘wellbeing’
• Some children will resist yoga practice as it is not seen as ‘cool’. They may be the
ones that are challenged when doing anything slowly. A practice such as tai chi,
which allows for more whole body movement, may be more engaging for these
students.
Evaluation Processes
We discussed with the older and younger children their feelings about yoga and how it has
helped.
• We surveyed junior primary children before and after the yoga sessions [see graphs]
• We gathered teacher’s comments about individual student’s improved behaviour
choices
Project outcomes
Behaviour Development [through improved regulation, relationships and attention to task]
Our goal is to have older students developing positive relationships with younger students so
they feel safer and more supported in the school yard. We have seen:
• older students making improved behaviour choices
• younger students accessing more of the school yard confidently, including the oval
and quad, where they can be more active
• improved relationships with students across year levels
Calming
A further goal is to increase the ability for students to self-regulate - calm their minds and
bodies to ensure optimal learning time and engagement at school. We have seen:
• students calming themselves quicker
• using yoga and techniques learnt through yoga to calm
• verbally assisting others to calm
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Key outcomes
Junior Students
The most significant outcome for this program is:
• younger children feeling safer in the yard
• younger children building relationships with the older students who mentor them
• Children exploring more of the yard rather than staying near their classrooms or the
playground
Senior students
This program had a positive effect on a number of students. The year 6/7 class as a whole
began to make better choices in regards to their behaviour. Examples of this have been:
• the ability to see a program through from beginning to end
• the taking of responsibility for building relationships with , looking after and
supporting younger students
• Achieving more work
• Appropriate noise level
• Using initiative
• Supporting others behaviour by asking them to be quiet
• Moving themselves away from distraction
• Taking charge of class routine
In relation to two students with particularly challenging behaviours there has been a
noticeable improvement. These two students have been showing the ability to own up to
mistakes, taking responsibility for actions, discussing their decisions, not arguing when being
faced with a consequence, choosing to move away from other who distract them and not
working with their “mates” if it will cause interruption.
Conclusion
We feel we have had huge success with this program to improve our whole school
connectedness and well being.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Noarlunga Downs P – 7 School
Principal: Gaynor Quinn
Assistant Principal: Jason Munro
Email: admin@ndownsps.sa.edu.au
Inquiry Question
If staff develop a common understanding and shared commitment to addressing and
reducing the effects of abuse related trauma in our targeted students, will our
targeted students become more engaged and successful in their learning?
SMART PRACTICE Focus Areas
ATTUNED, CONNECTING, TRANSLATING, INVOLVING, CALMING, ENGAGING.
Staff Involved
Whole school.
Context
Noarlunga Downs P-7 School has a high proportion of students coming from disadvantaged
backgrounds (category of disadvantage level 2). Indigenous students make up a total of 10%
of our school population. The school has a regional special class for primary aged students.
We have a total of 163 students. 60% of these students are currently eligible for school card.
18% of our students are currently living in a traditional two parent family. 82% live in blended
or single parent families. 3% of our parents have a university standard of education and 47%
have some level of employment.
Rationale
The staff understands that trauma has an enormous impact on learning success. We need
innovative and effective strategies to enable us to support students who are living with
ongoing trauma, substance abuse and domestic violence. Very few of us feel that our formal
teacher training had prepared us to deal with many of the situations we are confronted with in
our school on a daily basis. We want to engage all of our students, want them to value
school and understand that school is about learning. Many of our students need school
adults to help them appreciate their options and opportunities for the future.
Project goals
Initial goals for our students:
• Assist them to trust adults in our school
• Empower them to manage their anxiety
• Skill them in Keeping Safe : Child Protection Curriculum
• Skill them in resilient and positive ways of relating and thinking
• Assist them to recognise how their behaviours affect others
• Re-engage them with their learning
Our goals with our staff as we developed the inquiry were to:
• Skill our teachers in building relationships with students impacted by trauma
• Understand the strategies needed to ‘defuse’ trauma responses in students
• Develop and use a whole school consistent approaches with these students
• Skill staff in collaboratively supporting and managing staff trauma responses.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Description of the project
Initially, all staff were trained in Restorative Practices. This learning was a whole school
approach to create a safe orderly environment, calm the school and minimise behaviours
that trigger trauma responses in other children. This “no blame” questioning/ reflective
strategy also assists children to see how their behaviour is affecting others (empathy) and
elicits what they need to do to repair the relationship or fix the issue (responsibility). All
classroom teachers were also involved in the online SMART training.
To make the project manageable we identified 6 students across the school who we knew
had experienced significant trauma. We were seeking to explore strategies to successfully
engage these students. We discussed possible strategies as a whole staff, and identified
key staff members who had made relational connections with these particular students. We
realised, when one of our targeted students experienced a trigger for their trauma that only
certain people could communicate successfully with that child- “one boss kids” or “one
trusting relationship kids”. This in itself was a huge realisation for the staff. It helps for these
trusted, supportive adults to be available ‘on call’ for students when needed. Sometimes this
means that a person from leadership needs to take a teacher’s class, or the trusted teacher
can be the buddy class teacher for the student to go to when needed.
Trust and attachment
Many of our students impacted by trauma become very attached to their classroom teacher
and find school more difficult when their teacher is absent, attending training or when they
have specialist lessons. Children can be very distressed if their teacher is absent for more
than one day, feeling upset, anxious, hurt, betrayed and abandoned. In these children’s
mind’s relief teachers cannot possibly take the place of their regular teacher who “knows
everything”. When we have a number of staff absent the issues can compound. We
endeavour to use relief teachers the children know whenever possible. We’ve also noticed
that students from the special class respond better to being placed in their buddy classes for
the day than having an unfamiliar teacher. The students are then in a familiar place, with a
familiar teacher. In this situation they are able to join in, participate and they experience a
greater sense of success on these days.
Our students often consider unfamiliar staff members and anyone new as untrustworthy,
feeling “unfair and picked on ” when expectations are put on them . Disrupted routines and
changed rules can be perceived as threats and new teacher’s directions resisted. Through
counselling student we have become aware of a common pattern of behaviour indicative of
the lack of trust and safety students may feel with unfamiliar teachers. The first sign is
students calling the teacher ‘she’, ‘he’ or ‘that teacher’ rather than their name. This behaviour
can be understood as part of a trauma response when feeling unsafe with a new person.
Students with trauma in their backgrounds find it difficult to cope with change and new
people they don’t trust. Our targeted students don’t mind staff members who are gruff,
grumpy, loud, silly, whatever; just not anyone new. Teachers and SSO’s who have been in
the school for two years or more are considered by our focus students to be more trustworthy
than people who had been in the school for shorter amounts of time.
Our focus students also often complained if their teachers are moody. They like it and
appreciate it when teachers gave explanations about their mood or behaviour e.g. ‘I’m
waiting on a really important phone call today, so if I seem a bit cranky or distracted. I’m not
cross at you guys; I just really feel a bit jumpy today, as they are then reassured that their
relationship with their teacher is safe and secure.
At Noarlunga Downs how students are feeling is validated. We all agree that any conflict
between a targeted student and another student or teacher is best handled after everyone
involved is given time to cool down. Trying to use restorative practice with students who are
still in “flight or fight” response is never effective. Sometimes this necessitates a ‘take home,’
implemented without any blame or bias. ‘Take homes’ are used to allow students’ time for
their anxiety to decrease, and for their rational thought processes to become active. Intense
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
trauma responses can take many hours or even days to recover from. Some students
choose to remain at school during this time, usually under a desk which is covered in
blankets, with pillows and more blankets inside their ‘cubby.’
Reducing trauma responses in staff
To improve the learning success of students we have to ensure staff wellbeing is high.
Certain students will trigger trauma responses in certain staff. Watching a student having a
trauma response can also be deeply upsetting. As a result of this project we have become
aware of this issue. Also, staff can have a delayed response to watching a student enacting
a trauma response. Vicarious trauma, also known as “compassion fatigue” is something that
we acknowledge and expect as part of our job. It does require debriefing, discussion and
defusing time after the event for the adults involved if they are to are to continue to teach and
support students successfully. Validating our reactions as a normal response and working
with these children and families can challenge out core values. We encourage staff,
including Temporary Relief Teachers to phone for help and advice when needed. The
leadership team provide support and release time for teachers to do this. We encourage
teachers to be aware of the need for self care. We maintain a healthy work, life balance
ourselves and encourage others to do the same. We regularly have wellbeing events such
as coffee runs, special lunches, birthday celebrations and outings. As a staff, we have come
to recognise trauma responses in students and staff alike and that those responses present
differently in every single person. As a staff we have discussed, planned for and evaluated
our response for when someone on our staff is impacted by vicarious trauma. Having all
staff conversant with critical incident procedures has been empowering.
Trauma responses in staff can include:
• Exhibiting behaviour which is at the extreme end of their normal range of behaviours
• Withdrawing - We need to notice when staff withdraw to their rooms and don’t come
down to the staffroom.
• Physical symptoms, including nausea, headaches, increase in respiration rate, light
headedness, feeling faint, shaking, as well as a need to stand and pace.
We have planned and recorded responses to trauma written into our critical incident
management plan. We have implemented a buddy system for staff. We are also aware that
for some people trauma means absence from work, which, while necessary for the wellbeing
of the teacher, may compound the issues for students who miss them.
Indigenous Perspectives
Many of our Indigenous families may have been exposed to trans-generational trauma;
trauma which has seen generations of Indigenous families overwhelmed and unable to cope
in mind, body, soul and spirit from colonisation to the present day. Therefore it can be said
“What happened in the past to an Indigenous person has an effect on their family life and
their children and then their children’s children”.
Our teachers are mindful of the trauma experienced by Indigenous Australians and
understand “trust” may impede the relationship between school and the family. Unfortunately
the mistrust and abuse suffered by many Indigenous people from non-Indigenous people has
left deep scars.
The poem “At the White Man’s School” highlights many issues faced by our Indigenous
families.
At the white man’s school
What are our children taught?
Are they told of the battles our people fought?
Are they told how our people died?
Are they told why our people cried?
Australia’s true history is never read
But the black man keeps it in his head. [Rob Riley, 1995]
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
We use our Aboriginal Community Education Officer (ACEO), as a way of building trust
between the Indigenous families and the school. In order to aid healing it’s important to have
a positive relationship where communication and trust is a high priority and people need to
be willing to listen and not judge. Our ACEO is used as a consultant when needing advice on
dealing with culturally sensitive issues. Being an Indigenous person, he has a deeper
understanding of the effects of trans-generational trauma on our families.
Classroom Management & Home Communication
As we progressed with the project we became aware that TRUST is the core issue for these
six students. They have learned that adults don’t always do what they say, and the world
can be a scary and unpredictable place. Issues with trust can span over two or three
generations, with some of our students being raised and cared for by the grandparents. We
seek clarity in communication with our parent community. When parents hear half a story
(from their child only), they can sometimes fill in the blanks with their own experiences and
draw conclusions that are seldom positive. A strategy we utilise at Noarlunga Downs
Primary is known as ‘putting out a fire before it starts.’ This involved ringing all parents and
carers of students involved in any incident that is out of the normal range of behaviours. We
are also aware of our hyper vigilant parents and we contact them every time their child is
involved in any incident. We communicate on a regular basis with parents who have
experienced trauma themselves, as we understand that sometimes their child’s experiences
may trigger a trauma response for them. We can prevent anxiety and stress for these
parents through open communication and building relationships. The more familiar we
become the less anxiety we see in our parents.
SMART=ER and Restorative Practice
Initially, our focus students were the ones that struggled with the restorative process the
most. Restorative practice helps students to learn skills and strategies to deal with conflict
and repair relationships. The questions are as follows:
What happened?
What were you thinking about at the time?
What have you thought about since?
Who has been affected by what you have done?
In what way?
What do you think you need to do to make things right?
These questions do not involve blame at any stage. They involve students taking
responsibility for their actions, and implementing ways of repairing relationships that have
been damaged. We also use the questions with students who are re-entering the school
after a period of suspension [only used as a last resort]. We start re-entry meetings with
positives and reflect on the student’s successes and strengths. The restorative questions
give the meeting focus and direction. Occasionally some parents take offence to the fourth
and fifth question. They say that their child is not responsible for how other people are
feeling. In response to this, we would agree, and then talk about how it is important to
acknowledge how other people are feeling, and that everyone is responsible for their own
feelings and reactions. Everyone in our school community has the right to have their feelings
acknowledged and valued.
The fourth and fifth questions teach empathy, and this can be confronting for students and
parents alike, especially if they are feeling threatened and angry. The Restorative Practice
questions provide a framework for everyone in our school community to work within. This
framework has become familiar. This sense of familiarity helps to decrease anxiety, as the
process is totally predictable and defensive, angry responses have decreased. Over time
our students’ trust has increased due to the consistency of these practices. Restorative
Practice ‘Circle Time’ in classes and daily affirmations give students positive feedback and
helps them to recognise the daily successes in their lives.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
We also have 12 students in a regional special class. A number of these students have
experienced severe and significant trauma in their lives. This means that they often react
adversely to change in the classroom. They may require time out away from the class to
resolve issues. When implementing Restorative Practices in the school, we were unsure
how successful this would be with Special Class students. Amazingly, this process has
worked particularly well with them. On coming to the office they are asked to sit in the
‘Connecting Room’ for 10 minutes of timed cool down. After this a leadership member talks
them through the questions outlined above.
Our student’s recognise the fairness and consistency of the process and have responded
accordingly. They still come to the office frequently for support but the level of disruption and
the “turn-around calm-down” time is significantly shorter.
Integration of SMART=ER Practice with the Child Protection Curriculum
All students, in class lessons, are taught to recognise their early warning signals, and to act
on these feelings in order to keep safe. We discuss the importance of thinking your situation
through and making a plan to stay safe. We have encouraged students to use the SMART
Practice focus areas in their planning to stay safe:
Stay Attuned: Stop. Recognise their early warning signs. Realise what is happening.
Use Calming: Slow down their breathing.
Get Connected: Watch the movie. (The movie is about taking in all the information which is
around you) Using the movie technique helps to avoid panic.
Translate and Plan: Plan; think about what resources are available, how and where to get
them. (Resources are safe people, safe places, access to phones, etc.)
Involve & Engage others: If you can’t get a safe person (police, nurse, security guard
etc...) then your next option is to get a person with a job, (a shop keeper, a person in
uniform.) Act. Repeat whole process. Students learn that their access to resources
changes constantly and that repeating the steps will provide them a safe result.
Community Involvement
Our school community is a place where many strong and caring mums, dads and carers play
an active part in the running of the school and in maintaining the school culture. We work
closely with Hackham West Community Centre and many of their counsellors and social
workers consider Noarlunga Downs as their second home. As a community we value and
acknowledge the challenges of being a single parent, as well as the daily financial difficulties
which our parents and cares face. We run Breakfast Club two mornings per week. This
tends to be more of a social occasion and a calming transition into the school day, rather
than specifically for food provision. Most of the children who access this program are our
students impacted by trauma. We notice that when students are fed and have enjoyed
positive, calming interactions before the start of the school day they perform better in school.
We encourage people within the school community to make connections and to support each
other. As a staff, we strive to model this type of supportive behaviour.
CAG (Community Action Group) ,Time for You (Our Mums Group) and Hackham West
Community Centre Members and staff have been busy knitting teddies for our students.
Many of these mums have experienced trauma in their own lives and this is a way for them
to connect and contribute to community change. At the moment we have two resident bears
in each classroom, and some in the office. We have them in our first aid room and the
‘connecting room’. Staff encourage children to take a teddy with them, when needed, to
distract then from distress and help them calm .
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Project outcomes
Through this project we have raised the level of awareness around trauma, trauma
responses and triggers within our school community. This knowledge has enabled us to deal
more effectively with situations that have the potential to become threatening and unsafe for
everyone. When emotions are running high, the potential for miscommunication is at its
greatest. Teachers are now aware of the effects of trauma on the brain and can respond in
more helpful and appropriate ways towards students who are experiencing a trigger. This
knowledge now promotes calmer responses, a de-escalation of and non-confrontational
management of behaviour. Behaviour management practices pre- being trauma informed
were more likely to have precipitated escalation to a ‘fight’ response and / or running away,
a ‘flight’ response.
Data & Evaluation
Our behaviour data indicates that we are now becoming more aware of covert bullying after
successfully ‘calming’ the school. Our behaviour incidents have reduced this year in 2010 by
2/3 as compared to 2009.
School calming has also lessened the risk of triggering young people impacted by trauma.
Of our 6 targeted students; 3 are positively engaged and attached to school, 1 is now at an
alternative site, 1 has reduced his flight response by 50% but still finds it a challenge when
his teacher’s away. Another is now enrolled at ‘Open Access’ due to medical issues.
Conclusion
The biggest gain is staff awareness and skill development in managing students impacted by
trauma. The 6 young people we directed attention to were very entrenched in their patterns
of behaviour. We have ‘co-regulated’ another 15 students to increase engagement with
learning. The use of explicit and agreed teacher strategies is a protective factor in reducing
the effects of trauma, with predictability helping defuse and minimise the duration and
severity of any trauma responses.
We have improved the quality of our relationships across our school community. We will
continue to provide a safe haven for our students and parents. We acknowledge that some
of our students bring insurmountable amounts of trauma to school with them. As teachers
we need to address the trauma and its symptoms alongside addressing learning.
Recognising and treating the symptoms of trauma is becoming part of our daily routines and
rituals, and it is now imbedded in all of our pedagogy.
Resources
Calmer Classrooms – A guide to working with traumatised children.
State Government of Victoria-Child Safety Commissioner.
http://childtrauma.com/
http://www.childsafety.qld.gov.au/practice-manual/general/staff-safety-well-being/managestress-trauma.html
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Trauma_and_children
http://www.trauma-pages.com/
http://www.restorativejustice.org/
http://www.nctsnet.org/nccts/nav.do?pid=hom_main
http://www.asca.org.au/displaycommon.cfm?an=1&subarticlenbr=74
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Port Lincoln
Junior Primary School
Index of disadvantage
Category 4
SMART=ER project inquiry question
By implementing SMART PRACTICE principles in a Year 2 all boys class and
strengthening the understanding and use of SMART practices across all staff
– does this have a positive impact on student wellbeing at school, both in the
classroom and playground?
SMART PRACTICE focus areas
Predictable, Responsive, Attuned, Connecting, Translating, Involving, Calming and Engaging
Staff involved
Kathy Davison –
School Counsellor/AET
Leonie Wanklyn –
Teacher Yr 2 all boys class
All staff –
Teachers and SSO’s in PD
All staff are involved in SMART PRACTICE so everyone is exposed to and gains a deeper
understanding of SMART principles and their importance in everyday work with children at our
school. This supports a more consistent approach across the school.
Context
Port Lincoln Junior Primary School is the largest Junior Primary School in the state. There are
329 students enrolled from 266 families. The school population consists of 38% school card
students, 32 students with disabilities, 5 students in care [under the Guardianship of the
Minister], 22 English as Second Language [ESL] students, and 28 Aboriginal students from 26
families. Port Lincoln Junior Primary is in a unique position in that it attracts a high socio
economic index. This means there are challenges with obtaining resources to optimally meet
the social and emotional wellbeing needs of students at our school.
The Year 2 class contains 21 boys with complex learning and social needs.
Why we were keen to become involved
Our site is offering a Yr 2 boys class for the first time. In past years, in our mixed Yr 2
classes, we have found that some boys tend to exhibit more challenging behaviors toward
the end of the school year before transitioning to the 3-7 school located across the road. Our
anecdotal data shows that boys are continually trying to challenge boundaries and negotiate
their own terms. “Play stop” playground statistics from previous years show a high number of
boys also having issues in the yard.
A pertinent question before the year began was whether having 21 boys together of this age
would elevate the levels of inappropriate behavior both in the classroom and the yard and
lead to a diminished sense of engagement with learning. We were more optimistic that this
provided an opportunity to mindfully design a calm, supportive learning environment based
on the implementation of SMART PRACTICE.
Whole staff had initial SMART training in 2008 and we have since seen these principles
further develop with the implementation of the Child Protection Curriculum. Many staff are
concerned about the increased number of students in their classes who have experienced
abuse and trauma and are looking for strategies to scaffold and assist these students. We
had been seeing an increased number of students visiting the school counsellor and/or being
removed from classes during learning times.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Description of the project
We identified seven boys from the all boys Yr 2 class who we have tracked closely
throughout this project. We collected a range of baseline data such as attendance, reading
assessment results and yard behaviour statistics from previous years as well as 2010.
Through focusing on this group we wanted to see if, by implementing SMART practices more
effectively, these boys would learn and transfer self-management skills into their everyday
school life to exhibit a greater degree of well being.
Building on existing teaching methodologies we agreed to use all 8 SMART principles to
scaffold a supportive learning environment for these targeted students. We firmly believe in
the need for SMART principles to become a normal part of everyday teaching and model
their practical application in designing effective teaching and learning. Having a sound
knowledge of SMART PRACTICE and the effects of trauma on the developing brain is
positively impacting on the way our teachers are developing and delivering their lessons.
Examples of successful classroom strategies
Predictable
•
•
•
•
•
Fostering security by using a range of visual timetables, behaviour management
tools, graphs, tally sheets, class calendars, and photo stories within a predictable,
consistent structure
The boys are very engaged in the management of daily visual timetables and become
insistent on removing pictures as the lesson has been completed- another strong
indication that boys like to know exactly what is happening, what is expected and
when things will finish.
Waiting quietly for compliance and demonstrating expectations with consistent body
language
Predictable seating arrangements for both teacher and students are important
Regular parent communication with a variety of communication techniques used, as
well as regular face to face meetings, particularly with families of targeted students,
supports the building of relationships
Responsive
•
•
•
•
Relationship based teacher/student interactions with “Time In” not “Time Out” policy
Revisiting and reinforcing rules and expectations and use of restorative practice
principles
Utilizing a calm approach of “Lets try again” after periods of non engagement or non
compliance
Knowledge of developmental trauma and the SMART practice framework has given
us more experience in identifying the triggers behind behaviour.
.
Attuned
Using “Calmer Classrooms” methodology
Calmer Classrooms – A guide to working with traumatised children
State Government of Victoria - Child Safety Commissioner
• Providing extra thinking time for students without interrupting thought processes
• Providing greater scaffolding for students with disabilities and targeted students
• Positive reframing of negative language or negative attitudes is addressed
immediately
• Regular opportunities for movement and daily fitness activities
These are essential as they improve the capacity for learning, build stamina and
endurance. This is a perfect strategy for both lively and passive students, and all boys
are expected to participate. Many people from all parts of the school community comment
on how settled, orderly and calm the boys are when moving between sites, which we
believe is due to regular energizers.
•
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Connected
•
•
•
•
•
•
Scaffolding experiences for students to be able to identify periods of happiness, calm
and joy
Using Circle Time activities to teach Keeping Safe: Child Protection Curriculum gives
excellent opportunities for discussing how the boys feel
Emphasis and consistent work on feelings, including regular practice at recognizing
and interpreting body language
Using teacher proximity to assist the child to think about the next step needed in a
particular activity. This is also a useful tactic to diffuse behaviour issues and gives
children the opportunity to self regulate their own behaviour
Utilizing a variety of ways to offer visual and verbal feedback
Clear, short, concise instructions – minimizing excessive use of words
Translating
•
•
•
•
•
Helping students make sense of experiences, learning tasks and offering experiences
that present possibilities for the future
Giving targeted students extra time to work out what is happening or expected from
them before interrupting or challenging
For targeted students adopting the approach of “walk with me” where they walk
quietly with class teacher as the class walks along. Together we discuss their
successes or problems with behaviour, ending the discussion with a “high 5”
Using photos to offer a direct link to their school life
Using a scale of 0 – 10 as a visual tool to track how they are travelling – 0 being ‘not
good’ and 10 being ‘excellent’. The whole group discusses the situation or problem and
plot on the scale where they think they are ‘sitting. at the moment. This is easy for them
to visualize where they need to ‘head’ from there to improve their learning.
Involving
•
•
•
•
•
Reinforcing a strong sense of belonging to the classroom
Using The Games Factory strategies to skill students in cooperation, working as a
team and the use of positive behaviours. Introducing a whole class behavior
management strategy based on these games is particularly successful for boys who
are naturally competitive.
Explicitly teaching interpretation of social cues
Providing assistance with choosing constructive and affirming social activities in play
Scaffolding and reviewing playtimes in order to assist children make sense of what is
happening at play times, to be able to predict where and who to play with
Calming
•
•
•
•
Modelling a calm, quiet approach with minimum teacher talk.
Highlighting times of quiet and calm in order for students to understand what being
calm looks, feels and sounds like
Helping students to identify and change feelings of stress or distress to those of
calmness, peace and self control
Creating opportunities to talk about and identify times where self regulation
strategies are already being used successfully and / or need to be used
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Engaging
•
•
•
•
Creating opportunities to practice and experience a variety of exchanges with others
Designing activities to promote student voice and leadership
Engaging with digital technologies. The interactive white board and computer is an
integral part of most lessons and students are involved in operating software
An inquiry based and hands on approach to learning have been very successful.
Learning topics are augmented by excursions into the community, bringing items from
home and community members visiting.
Projected outcomes
We hope to have the opportunity to run a similar Yr 2 boys class in the future so we can
further develop SMART PRACTICE to improve engagement and learning outcomes for boys.
Our school is committed to continuing to develop our application of SMART principles across
the whole school community. We continue to provide individualized support for identified
students to address their learning and emotional needs whilst also supporting the needs of
the class teacher. Wider use of Restorative Justice Practices supports the building of positive
relationships and responsibility.
Year 3 teachers on the 3-7 campus are attending a Professional Development session with
the identified class teacher to highlight the strength of the program and the importance of
using the SMART strategies in the classrooms they transition into. Extended transition for the
identified Yr 2 students has begun to build familiarity with the primary school ready for the
new year.
Key outcomes
Observational comments by other people in the school community and parents of the boys
constantly reinforce that the boys are generally calmer, more relaxed and settled. Earlier in
the year, the boys stated that “people think we will be rougher, sillier and noisier” than an
“ordinary” class, however this is not the case at all. The boys are able to recognize and
verbalise positive behaviours as they happen and it’s become the ‘norm’ for how this class
operates. An interesting observation has been the high level of caring and nurturing shown to
each other in subtle ways such as a hand on a shoulder, questioning “Can I help you?” and
the development of self direction and personal responsibility with activities such as packing
up, equipment organization and activities.
Results of parent surveys show that this all boys program has had a very positive impact for
not only the boys, but also their families and the whole school community.
Many of the boys displayed poor fine motor coordination so regular fine motor/art based
activities were introduced. This proved to be a challenging and frustrating time for many.
However the adults involved remained calm and connected, helped and encouraged
students to teach each other. Over time emotional outbursts have drastically reduced,
confidence has improved and signs of persistence are exhibited, with many students
practicing skills at home.
Reading levels have shown improvement as has the length of their writing samples. The
boys also ‘teach’ and enforce these strategies with other teachers, so that they too use
predictable, responsive strategies as part of their daily routine.
Individual targeted students have shown the following growth
Student A
He has been our most successful student in his ability to transfer the SMART principles to a
variety of settings and teachers within our school. Understanding of SMART practices also
helps the mother of this boy to practice some of the calming and translating strategies at
home. This has lead to more effective and successful communication between mother and
child.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
He has shown:
• Increased ability to self regulate and display “locus of control”
• Ability to re-enter games more successfully, which creates greater success in
maintaining relationships
• Dramatic reduction in play stops to interrupt inappropriate yard behaviour
• Ability to settle quicker and be more engaged in specialist lessons
• Ability to focus for longer periods during each day
• Reading levels have increased from level 4 to level 14
Student B (NEP)
He has shown:
• Significant decrease in crying and high levels of anxiety
• Success in his ability to make sense of his world
• Greater function with learning tasks
• Increased ability to form and maintain positive friendships.
• Ability to articulate his thoughts and feelings
• He is also transferring this to his home. Mum has relayed to us that, “He has found
his voice in the family as well as finding his first friends at school.”
• Reduced anxiety levels have at school and home
• He uses visual timetables to assist him to monitor access visits with his dad.
• An interesting outcome as a direct result of his increased sense of security is that he
now exhibits an over confidence in that he refuses help because he can “do
everything!” We know that with time this will settle.
• Reading levels have increased from 0 to level 7
“I feel super good when I’m reading and I can’t wait to get a medal – A gold one!”
(referring to Premiers Reading Challenge)
Student C:
He has shown:
• Increased confidence and capability academically
• Drastic reduction of play stops (1 for the year).
• Elimination of mannerisms which display high anxiety
• Improved connection with students and a greater range of appropriate strategies for
interaction
• Greater periods of calm and quiet and he now regularly displays the ability to self
regulate
• Wonderful success with reading this year. He is now reading at Level 30. His feelings
about reading at the beginning of the year were “Not good”. He now describes
reading as, “Fantastic because I feel like I’m in the book.”
• Achieving 60+ words in unassisted writing tasks where he was only managing 20 at
the start of the year
Student D: [Aboriginal]
• Significant and sustained evidence of leadership in a range of situations with a range
of peers. This has also been noted and verbalised in the wider school community
• Leadership in being voted to Student Representative Council
• Cooperation in sharing his skills with others, particularly in fine motor sessions
• Ability to quietly diffuse volatile situations among his peers in the yard
• Significant development of oral language
• Reading levels have increased from Level 4 to Level 10.
“I feel calm when I’m reading because I am interested”
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Student E: [Aboriginal student experiencing learning difficulties]
• Significant improvement in attendance
• 49 days absence in 2009 compared to 24 in 2010 for the same period. He is now
having very successful school days and insisting on being at school even in times of
illness. He is taking the initiative to organize himself to successfully get to school and
now displays good organizational skills while at school
• Ability to give full attention and be actively engaged in a learning task
• Reading levels have increased from 0 to Level 4
Student F:
• Increased participation with Information Technology
• Improvements in levels of engagement and security following extra attention to
“translation” offered by teachers during upheavals in his life
• A little more self control and confidence during activities which he finds challenging.
Feedback from his parents suggests to us that through his involvement in a class that
focuses on SMART practices he is now showing increased self control and
confidence that is beginning to transfer to home.
• Reading improvement to now be reading Level 30
This child is still showing high level anxiety. He suffers from attachment challenges and
mental health issues resulting in CAMHS intervention. He often disassociates himself from
the group. Teacher proximity contributes to increase his feelings of security and level of
engagement with learning.
Student G:
Although a highly successful student academically he has great difficulty in coping with other
teachers and situations appropriately due to his lack of self regulation. We are interested to
understand whether he is reacting to change in an oppositional manner by choice or is
having significant challenges with self regulation. To support him to develop skills we scaffold
learning, support attunement and provide ‘translation’ to help him understand his reactions.
He has shown:
• Greater success in ‘new’ situations
• Ability to comply [when relationships are important to him]
• Excellence in reading l– Level 30
A future direction for this student is to introduce “strong choices- weak choices”, a Games
Factory strategy, as an attempt to improve his self regulation ability.
Conclusion
The SMART PRACTICE Framework gives our school community access to a common
language and understanding about trauma and its impact on child development. When
looking closely at the Framework our staff notes how easily it co-exists with the ethos of the
school and many of the processes that are already in place yet can be developed further.
The SMART=ER Action Research process has demonstrated clearly the importance of
reflective review , discussion of our processes and strategies to ensure we remain a place
where staff, students and families work together to create a safe, orderly and productive
learning environment.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Ross Smith Secondary School
SMART=ER Project inquiry question
With knowledge of SMART PRACTICE, if we research and work with a targeted
group of Year 9 students at risk, will this guide us to successfully transition these
students to a new school environment?
SMART PRACTICE focus areas
Attuned, Connecting, Translating, Involving, Calming and Engaging
Staff involved
Judith O’Brien
Delia Krcmarov
Ann Falk
Principal
Student Counsellor
Assistant Principal
Resources required
SMART Practice Framework
Meeting Room- away from distractions and a secure environment for the students
Time – a weekly timeslot allocated for staff and students involved, although the student
meeting time did need to vary to accommodate subject interests
Context
Ross Smith Secondary is a Category 3 school that is closing at the end of 2010. A new
school will begin on the site in 2011 before moving and merging with three other local
schools at a new location. All students are faced with a decision regarding their future
schooling. Some students find this a daunting and confusing responsibility. The students
identified for this project come from one year level – year 9.
How did we get to this place?
Ross Smith Secondary has a complex cohort. Students represent various ethnic and social
backgrounds. Over time the school’s work with disadvantaged students has led to the
creation of a Farm Project, which is accessed by several students in care [under
guardianship of the Minister for Families and Communities]. It was suggested by the
Interagency Student Behaviour Coordinator that the school invest some time in exploring the
SMART PRACTICE Framework in order to build our understanding of and ability to support
students impacted by or living with trauma in their lives.
Description of project
All of the students at Ross Smith Secondary will begin 2011 at a new school. All will face the
challenge of working with new students and teachers. Consequently, transition is a key focus
in our work as we want our students to feel confident in the face of a forced change.
Knowledge of SMART highlights the difficulties that many young people have in accepting
change. The SMART=ER project provides an understanding of what the barriers may be for
many students during a time of transition.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
With this project we were keen to learn directly from the students. Once the group was
formed and the first meeting initiated, it was clear that the students benefited from open
conversations, consistent meeting opportunities and a focus on individual needs.
As a result of the early discussions we were aware that students needed valid and up to date
information about their directions. We organised an excursion to the new school site so that
the visual learner among them could really appreciate the size and layout of the new site.
Back at school we ‘seeded’ the thought with the students that a new school and new
beginnings provide an opportunity for personal new starts. We designed an activity to explore
what ‘a new start’ meant to the students.
We set up an activity by which students can project forward by one year and envisage how
they will ‘be’ at that time. To structure their thinking, the areas for consideration presented
are: academically, socially, emotionally and physically. To support their thinking we shared
this activity as a collaborative activity and students brainstormed the areas they wanted to
change, for example, Academically- complete all work, read better, be better at math.
We then brought ourselves back to the present and students reflected on their status within
each category at the present time. They produced a visual chart which documents one area
of change for each category. Discussion focuses on the explicit indicators of success that
measure the student’s movement along a continuum from their current status to the
projected future status.
In subsequent sessions students notice how far they have travelled along the continuum,
date and record their progress on their personal reflection sheet. This will continue into 2011
to support students as they begin their studies in the new school.
Our aims
•
•
•
•
To mentor a targeted group of students through the transition period.
To provide ongoing opportunities for student voice to be heard and responded to
To build trust at a time when decisions are imposed- here school closure and forcing
movement from the ‘safe’ environment
To improve our understanding of SMART practices by undertaking the online training.
Our beliefs
•
•
•
•
•
•
That regular contact builds relationships, confidence, self worth and trust
That it’s important to encourage students to communicate and articulate their
feelings and thoughts to ensure hidden fears/questions are heard
That students have the power to recognise, monitor and self regulate
behavioural/attitudinal change [ with developmentally appropriate support]
That students will make considered decisions but need to know the choices and
implications of choices
That resilience is built on being given independence, which may include experiencing
frustration and failure and being supported to deal with disappointment and struggle
That a physical change of place offers opportunities for personal change and new
starts
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
How SMART Practice influences the project and its outcomes
Predictable
Students:
• Meet regularly with the same, supportive staff
• Get information and receive ongoing updates on progress of the new school
• Develop personal plans to monitor their own transition to a new school and enable
them to prepare for and adjust to the new experience
• Establish group norms to allow open, yet appropriate, communication
Responsive
Staff:
Provide transparent, clear and consistent guidelines for behaviour.
• Provide a range of methods to reinforce behavioural expectations i.e. visual and
auditory
• Work with students to develop their personal ‘backpack’ of positive responses
Attuned
Staff:
• Model talking about feelings and how they deal with them
• Articulate their thinking processes and help students articulate their own thoughts and
feelings
• Encourage clear and open self expression
• Use stories and narratives as examples
Connecting
Staff and students:
• Connect with their own feelings, thoughts and hopes
• Connect with the feelings and hopes of others, including people familiar and
unfamiliar to them, to extend their comfort zone
Translating
Staff supports students to:
• Understand what it means to move to a new environment
• Set goals towards personal change
• Get in touch with, acknowledge and manage their feelings towards positive change
Involving
Staff supports students to:
• Develop friendships and social skills
• Develop tolerance of those different to themselves and expand their social groups
• Build relationships in groups established around an area of interest
• Building relationships with teaching staff
• Develop trust through modelling and being a reliable reference point
Calming
Students:
• Develop awareness of their thoughts and feelings and listen to others to learn
strategies for calming
• Feel calmer being supported through change and uncertainty
• Feel more informed and confident about the future
Engaging
Students:
• Build relationships with peers and adults
• Collaborate
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Southern Learning Centre
“Just Smile at Me”
Staff involved
Kay Smyth
Judy Painter
Chris Hercock
Context
Southern Learning Centre [SLC] provides services that include short term programs and
support to assist students R-12, who have been excluded from their school, to re-engage
with appropriate educational settings and programs. The site develops learning programs
aligned with current curriculum frameworks which are relevant and responsive to individual
needs. SLC also provides support for sites in the implementation of teaching and learning
strategies and develops flexible, responsive programs to implement government initiatives
for students at risk.
•
We have a Junior Primary class of 5 students with 1 teacher, a Primary class of 10
students with 2 teachers and a Secondary class of 10 students with 2 teachers.
•
A significant number of our students are displaying the effects of abuse related
trauma. We know this because of the information provided by the home school,
parents, medical reports and observations made by staff during the students first
few days at the SLC.
•
Some of the indicators of abuse related trauma that we have observed include –
- Hyper vigilance
- Lack of focus
- Low retention of information
- Memory challenges [need for repetition]
- Reluctance to engage in tasks
- Relationship building challenges
- Refusal of, or difficulties with, communication
- Over reaction to stimuli
- Lack of risk taking
- Inability to observe classroom ‘etiquette’
- Negative or no interaction with other students
- Short concentration span
- Low self esteem
- Low levels of literacy and numeracy
- Flight [running away]
- Physical and verbal aggression
- Reluctance to discuss personal feelings or events
• Over the course of several years we have developed and refined an extensive Social
Literacy Program which involves explicit teaching of strategies that enable students to
build relationships, develop trust, identify and manage feelings, acknowledge
behaviours, make good choices, identify and use their virtues, cooperate, work
towards positive outcomes, develop and refine classroom etiquette skills and
celebrate their small and large successes.
• Staff at the SLC have had training about SMART PRACTICE, and all are working to
implement the strategies in their daily teaching.
• In 2010 we have delivered training to 55 staff from southern schools to increase their
understanding of SMART practice and received very positive feedback.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
SMART PRACTICE focus areas
We asked our staff to use a Lotus diagram to map their current understandings and practices
using the SMART framework.
This exercise highlighted:
• Strengths in the areas of Predictable, Responsive, Involving, Engaging and Calming.
• The need to examine more closely the areas of Attuned, Connected and Translating
Why did we want to use SMART=ER as a means of further action research?
To:
•
•
•
Review current practice
Increase and expand staff knowledge and understanding
Assist in designing future pathways for teaching staff
What was our first question?
“Does our current social skills program help children
to be successful back at their home school?”
After completing the Lotus diagram with the staff, the areas of attuning, connecting and
translating were identified for further exploration.
This led to the following questions being asked:
• How do we know our programs are successful in assisting students to adapt, connect
and translate feelings?
• What other factors impact on the program? [i.e. knowledge, resources, individual
curriculum needs]
• How is a program adapted to meet individual student needs?
• What other “unwritten strategies” do teachers use to help students attune, connect,
understand themselves? Can we record these for use when working with the
student’s home school?
• What strategies can we use to help children with a severe “shutdown” reaction to
trauma?
Description of project
We took all of this and asked the question:
“Does our current social skills program enable our students to attune to,
connect with and translate their basic feelings to promote positive responses
in social situations, enabling them to build better relationships?”
We decided to:
• Gather information on current practice at the Southern Learning Centre
• Track students from the beginning to the end of their exclusion, focusing on their
ability to identify and manage their emotions
• Use the information gathered to reshape, confirm and further develop our use of
SMART PRACTICE
Problems we encountered
•
•
•
•
•
•
Finding pictures of faces that clearly demonstrated a particular emotion
Student attendance issues – some students are very transient or have family issues
which mean they don’t attend school regularly
Time to work on this task
Managing the time to work 1:1 with these students
Working with students who often struggled to talk about their feelings
The enormous reservoir of experience, skills and judgement in responding to the
individual needs of students that is in teacher’s heads and not recorded elsewhere.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
What did we do?
There was communication at staff meetings to provide information about the SMART=ER
Action Research project, promoting involvement of other staff and offer support. Staff were
also facilitated to complete a SMART PRACTICE lotus diagram that recorded strategies
used to support attunement, connection and translation. Staff were also in-serviced to
support collection of data with and about their students
The Action Research Process
We:
•
•
•
•
•
•
Designed a pre-test and post-test for “Identifying 8 Basic Feelings”
Designed a pre-test and post test for “What do you do when you’re feeling….?”
This dealt with 6 feelings
Designed a simple recording sheet to collect data on an individual student
Undertook testing of our own students
Collated information collected
Wrote this report
As a result of the initial pre-test we quickly realised that our students had great difficulty in
identifying even basic feelings and modified and simplified our program of intense, explicit
teaching.
We continued to gain professional development and engage as learners:
•
•
•
We attended SMART=ER professional learning days and seminars supported by
the Australian Childhood Foundation [ACF], including: Richard Rose – Life Stories;
ACF - Helping Conversations; Bruce Perry – Transforming Childhood Trauma:
Connecting with Empathy and Compassion; Dan Siegel – Beyond Survival…
Recovery from Violence Related Trauma.
We ‘lived’ action research, reflective practice and looked into the future.
Practiced self-care to deal with vicarious trauma and rested when we needed to!
Resources used / developed
We purchased super-sized calming equipment to support students with self
regulation i.e. giant massage peanut, giant spinning top, bubble blowers.
•
‘Fiddle’ toys
•
Social Skills Book
•
Individual “How are you feeling?” books
•
Feelings series of books (happy, scared, jealous, angry, etc)
•
Identity Webs
•
Virtues Posters (individual)
A digital camera was used by students to take pictures at home. Teachers also took
photos of student role playing feelings and video of students expressing strong emotions.
•
MTA Catalogue: Emotions Cards Plastic Set of 10
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Author: Axton Freymann
Publisher: Scholastic
Author: Molly Bang Author: Phil Roxby Cox
Publisher: Scholastic Publisher: Usborne
Challenges
•
•
•
•
Students struggled to identify feelings other than angry, happy and sad in the pretest.
The first two sets of feelings pictures that we used were confusing for the students so
we purchased a different set of emotion cards. We also read books that illustrated
feelings.
Older students were reluctant to acknowledge that they felt lonely or scared in the
pre-test.
We needed to consider the process as we identified that students communicate more
comfortably in a private, quiet space. We moved out of the main classroom area,
away from others, to conduct the testing.
Achievements- Students
Students now:
• Verbalise more appropriate ways of dealing with a particular feeling. This was
evidenced in the post-test. We attribute this to the implementation of strategies that
immersed them in the language of feelings through conversation and children’s
literature.
• Have better relationships. Teachers observe they relate more comfortably with others.
Due to the consistent relationship developed between teacher and student, the
students feel valued, safe and more confident to extend their relationships with
others. We used Identity webs, virtues posters, ‘Zac feels……..when……. posters’
and digital photography. Students use a camera to take pictures illustrating their
‘good qualities’ at home with their families, then share them with teachers and
students.
”Thankyou, I can’t explain the difference we see in Z. I never realised the frustration he
was carrying.” [Parent of a year 2 student]
“Thank you for helping us understand how to deal with ADHD/ODD. It’s so good to see
my son smile and laugh.” [Parent of a year 3 student]
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
•
•
“Talk about it” rather than acting impulsively. A major positive factor is the supportive,
trusting relationships between students and staff. We have noted the sustainability of
these changes during visits to the students at their home-schools.
Demonstrate increased self awareness and connection with themselves and others
which has led to them forming more positive relationships. Students have created a
daily mood tracker which is placed on their desk to help them understand how they
are feeling and ways that they can manage it.
The desk chart helps me see how D is feeling and makes it easy to step in when I need to.”
[Teacher of Year 5 student]
•
Demonstrate increased positive behaviours. Challenging behaviours have decreased
and students are engaged in learning programs. Improvements are acknowledged by
parents, schools and the students themselves. Students are spending more
uninterrupted time on tasks due to less time used dealing with ‘acting out’ behaviour
“X is much calmer and it’s great to be able to talk to him not yell at him.”
[Teacher of a Year 6 student]
I didn’t know R had such a good sense of humour or could do so well at Maths”
[Teacher of a Year 7 student]
Achievements- Teachers
Teachers now:
•
Visit more as home school teachers visit students at the SLC to begin the process
of rebuilding trust and a positive relationship to assist with the transition back to
school. To help sustain predictability and consistency we present a comprehensive
written review that includes observations, assessments and successful strategies
that can be utilised back in the classroom setting. We follow this with visits to the
school to support teachers and celebrate student’s ongoing achievements.
“Thank you for making my son’s future a little brighter.”
[Parent of a Year 7 student]
“I look forward to sending you faxes and emails of his work/progress so that he
feels the connection and remembers all he has learnt.”
[Teacher of a Reception student]
•
Persist with “just being there”- particularly with a child who has shut down- until the
child comes to trust that you will be there for them and are comfortable with silence.
•
Adapt their methodologies and programs to meet the needs of individual students.
•
Are more aware of trauma indicators and are more confident talking about and
working with the SMART PRACTICE framework. Our Social Literacy books have
been adapted and refined to further meet student needs.
•
Look after themselves: for teachers working with students who have abuse related
trauma, self care is a major protective factor. Teachers are aware of the vicarious
effects of trauma. They debrief, eat well, sleep well and have a life outside of
teaching.
Be kind to yourself first
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Future Plans
Develop a language bank and visual cues for staff and students. There is a need to
record, write up and present many of the materials teachers use when working with
these students so that this information can be accessed by others in the future.
Revisit the Lotus for SMART strategies with the staff to maintain and improve a high
standard of SMART PRACTICE.
Look at ways of including the successful strategies from the SMART framework in the
student reviews. This should enable a consistency of approach and sustain the
student’s development.
Continue to build up our resources to use with the students that provide an increase
range of strategies for teachers to use.
Look at ways/strategies for managing staff stress and vicarious trauma. There is a
need for more training and development around this issue. We will
develop a site strategy to support staff dealing with severely traumatised
students.
When I went
to sleep I
thought I’d
never see
you again
I’ve been
making
good
choices.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Thiele Primary School
Aberfoyle Park Primary Campus
Project title
Using the The Games Factory (Play is the Way) skills to increase understanding and
acceptance of others.
SMART=ER Project Inquiry Question
If we use Games Factory pedagogy daily how will it impact on the social and
emotional wellbeing of the identified vulnerable students in our classrooms?
SMART PRACTICE Framework focus areas
Predictable, Responsive, Attuned, Connecting, Translating, Involving, Calming and Engaging
Staff involved
•
•
•
•
•
Mary Sachs
Lauren Hood
Graham Palmer
Skye Brookshaw
Melissa Maddern
Coordinator Social and Emotional Wellbeing
Yr 4/5 teacher
Yr 3/4 teacher
Yr 2/3 teacher
Christian Pastoral Support Worker
Resources required
•
•
•
•
•
•
Time to plan, share, implement strategies, reflect, learn.
Trust to share our experiences in an open and professional manner.
Professional Learning: SMART, The Games Factory.
Resources that supported the implementation of The Games Factory in our classes.
SMART Practice Framework.
Data collection tools.
Context
Thiele is a relatively new school resulting from the amalgamation of Heysen and Spence
Schools in 2008 and is some 32 kms from the CBD. Many families live in Aberfoyle Park and
travel each day to the city to work. Thiele is located on Aberfoyle Park Primary School
Campus with two other schools, Nativity, from the Catholic sector and Pilgrim from the
Independent sector. All three schools share facilities such as Gym, hall and the general play
areas where yard rules apply equally to all children. An example of the collaborative nature
of the Aberfoyle Park Primary School Campus is Sports Days where the children from across
Campus are placed in house teams and the staff from all three schools share responsibilities
for the day. As a site we have noticed that many children are coming to school with a limited
self-identity and ability to connect with others. Generally children are well cared for. Many
have limited perceptions on how their behaviours, thoughts and feelings impact on others.
How did we get to this place?
We used the project to further explore our classroom practices in relation to students we
knew had some form of trauma in their background, toward improving educational practice
and outcomes. We also aimed to foster social awareness, tolerance and inclusion through
building supportive peer relationships and seeking to change negative perceptions of
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
children who were seen as angry, violent, bad losers or bossy. After completing the SMART
training we wondered how to effectively implement these into our classroom using a
consistent pedagogy. After exploring a range of options we decided to work with The Games
Factory as a key strategy sympathetic to SMART PRACTICE principles. Other factors and
policies that affected our decision were the journey taken to develop school values, the
Learner Wellbeing Framework, the principle of equity and the playful, child centred
pedagogy. The Games Factory was also important as we wanted to get the children active.
Children enjoy being active and we all felt that the games offered focussed on the skills and
reflected school values that we wished to develop in all children, in particular the vulnerable
children. The Games Factory also added an extra dimension to our other main program, i.e.
Circle Time.
Description of Project
The focus of our project was to implement Games Factory into our classrooms and to
document our achievements and experiences. We examined and articulated our beliefs
around how children learn and what affect the latest brain research was telling us about our
classroom practices and learning outcomes. Our decision was to use the pedagogy of
Games Factory to the increase sense of connectedness and belonging for all students. In
particular to highlight how one person can use their skills to build social capacity and
connectedness. It was our aim that all children begin to develop an understanding of where
they were in the group and how the group could support them as individuals and also how
they in turn could support the group. With understanding of each other we felt there would be
an increased acceptance of others and a valuing of their skills.
Our Project-Thinking, Planning, Considerations
We met to discuss our own beliefs and practices and then placed these into what we
perceived was happening in our classes. Social and Emotional Wellbeing was a school
priority and Games Factory was congruent to the direction of both DECS and the school
directions. It meshed with the program of Circle Time which is currently running in many of
the classrooms. In building relationships we felt we would increase the learning capacity for
each child as well as build the social capital for the classes. When we increase a child’s
connectedness we increase their wellbeing and this in turn would lead to improved learning
outcomes.
Other considerations were: Time- when and where to meet
Who would we talk to
What might we need to change- beliefs, practices
How might other staff be informed or brought “on board”
Resources that may be needed to implement Games Factory successfully.
What data would be required and when it would be collected.
What did we need to know or consider?
We attended training on Games Factory provided by Wilson McCaskill which provided a
pedagogical framework. The focus was on thinking and then relating behaviours to this
thinking. We then considered the pedagogy, understandings and compared it to the
requirements of our project and also SMART practices.
Other considerations were
• Time - We thought that to have a time that was timetabled would provide predictability
for our most vulnerable children. The routine was to have at least 4 sessions of
games per week.
• Sessions - What would be the best time of the day to run sessions.
• The availability of equipment as this would help the smooth running of the program
when time was limited.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Constraints
1. Finding the time to implement and share and plan with other priorities and needs
competing with this program.
2. Finding an area that was suitable to play the games as we had many areas fenced off
due to buildings being erected.
3. Weather was also an issue in Term 3 as many times it was too wet or cold to go out.
SMART PRACTICE Framework and The Games Factory
Predictable
The Games Factory has games that, once learnt, are predictable, with rules simple enough
to be understood by all.
Responsive
Students are able to debrief after a game to discuss issues and behaviours in a safe, secure
manner. There is no blaming or shaming but rather a focus on the behaviour or concern and
what might be needed to turn the situation around, particularly to support the team effort.
“I noticed that J (girl aged 10) got better when we cheered her on and I am proud of her.”
[11 year old girl]
Attuned
Through facilitated discussions children have come to know and understand their reactions
and feelings and to identify that all people have similar emotions. They also discuss what
they are thinking when the pressure is on.
“I have noticed that when I pinpoint students who are not participating appropriately and then
when I allow peers to state what is bothering or affecting them, the student who had not
helped the class progress makes more of an effort to improve their behaviour. This has
worked well on a number of occasions with Student 1. He listens to his peers as he does not
want to let the class down when they are trying to achieve a target or goal.”
[Year 4/5 teacher]
“I think our class is getting along a lot better as we are working more, listen better to other’s
problems and then help them.”
[Year 5 /6 boy]
Connecting
Through discussion and allowing children to talk and listen to each other, connections are
made as they discover others have similar reactions and/or experiences. A common and
shared understanding is developed as students talk about thoughts and skills particularly
when they’re under pressure to better their ‘score’ as a team.
Translating
Through talking and listening children are able to understand and make sense of their
experiences whilst also gaining an insight into others behaviours and thoughts.
Involving
The Games Factory uses games that require low level skill and focus on participating to
progress the class/team’s score. All need to participate to successfully conclude the games.
"It's better for everybody"
[8 year old girl]
“In this class I think the behaviour has improved a lot as we are getting along with more
people that we didn’t like at the start of the year and are better at making new friends.”
[12 year old boy]
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Calming
Through understanding thought and making sense of emotions that accompany these
children are able to begin to understand the concept of ‘calming’. It also helps to “burn off”
energy and experience a sense of achievement.
“At the beginning of the year it was obvious to me that some of the girls were intimidated by
the amount of boys in our class. Some of the girls have stated that they feel the Games
Factory calms down the competitiveness of the boys as it forces them to think about working
as a team”
[class teacher of class’ weighted’ with boys]
“I think the hoop game makes us communicate and feel safe with boys and girls in our class”
[9 year old girl]
Engaging
As children gain an understanding they begin to see the “labelled” children as individuals and
this builds relationships, developing a sense of class community and acceptance of each
other as individuals. Games Factory skills are able to be transferred to other classroom
programs or be referred to when discussing behaviours.
“He tries to do the right thing, but he still mucks up”
[8 year old boy]
“S….. is less angry now and doesn’t get into as many fights”
[12 year old boy]
There is more openness when confronting unwanted behaviour and a willingness to honestly
and respectfully tell the other child what is happening.
When one of the “explosive” students is ready to become extreme in his behaviours I have
seen children approach and begin to talk to him about strong choices.
[year 4/5 class teacher observation]
Project Outcomes
With the implementation of Games Factory in our classrooms we see children:
• Participating in class discussions.
• Inviting vulnerable children into their group.
• Increased respect for each other evidenced in small comments and actions from
children. E.g. a willingness to help someone with their learning, saying, “ sorry” when
something is done or recognising the positives of another student.
• Recognising when someone has been left out and being willing to include them
without being asked.
• Explicit links and connections being made so skills are able to be easily transferred to
different contexts and become embedded.
• Not previously identified as vulnerable have in fact had some challenges in their life.
We have also seen:
• Other teachers are interested because change is happening and Games Factory
methodology [framed within the SMART Practice] is spreading through informal
conversations, coaching, mentoring, collaborative teaching and planning.
• Staff wellbeing increase as we strengthen our relationships and gain more
understanding about the children.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Evaluation processes
We are aware that Games Factory methodology needs to be valued by the children and are
keen to see how students view it at this stage of the year. Have they made the connection
between talking, listening and the building of relationships or is it being seen as a fun time
and nothing more? Are we noticing transference of skills into the classroom?
Throughout the project we have taken ‘snapshots’ of evaluation. These include:
• Continuums
• Quick surveys using dots to show the range of feelings , sense of comfort and safety
• Use of student perception data to gather information about
• how they feel as individuals
• what behaviours they notice in others
• the class as a team.
• Student reflections, both written and oral, before and during the process
• Staff reflections prior and post project
Key Outcomes
We had such fun at The Games Factory training day and returned so energised and positive
that other staff showed interest and were released, through the Wellbeing budget, to attend
training. By building staff awareness of the SMART PRACTICE framework and the use of
Games Factory strategies in classes [and staff meetings] we are seeing evidence of
changed understandings and beliefs as to why certain children behave as they do.
Language to describe thinking, feelings and emotions has become more consistent and a
sense of belonging to a class ‘team’ has grown. The following key messages and information
summarizes our findings in relation to using The Games Factory methodology as a strategy
to action the principles of the SMART PRACTICE Framework.
• The Games Factory strategies are effective in supporting the SMART PRACTICE
principles and school-based efforts to improve social and educational outcomes for
young people
• Interest from staff lead to The Games Factory being implemented in 2010 in the
majority of classes.
• Another school on Campus has noticed positive change and is implementing The
Games Factory methodology.
• Students look forward to The Games Factory as a fun part of the day. They see it as
a valued part of their education.
“I like Tuesdays because we begin with the games. It helps me to feel better and not so sad”
[10 year old girl]
•
•
•
Level of anxiety and “restlessness” had been reduced.
Classes were able to work in a more focussed manner and more engaged in
curriculum.
Reduced the isolation of children as they discussed and worked through issues with
teachers and peers. Other children began to support peers in the yard either by
speaking to the duty teacher or reporting in a respectful manner.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
CONCLUSION
We have found Games Factory to be an extremely valuable pedagogy as it gave children
and teachers an insight into each other. Children enjoy games Factory and if it is not in the
daily routine the level of disagreements/ issues escalate.
Children are now beginning to set their own targets in the games and when I observed a
skipping group they worked toward an uninterrupted 108 skips. They were so excited and
even more pleasing was how they were able to articulate how it was achieved, by
• Talking to each other by saying “Get ready.”
• Turning the rope to help others.
• Talking in my head “You can do it”
• Getting up close when you are the next to jump.
• Keep focussed on the team.
• Reminding someone when it was close to their turn.
This positive feeling transferred into the classroom, generating enthusiasm toward learning.
Much was achieved that day.
“There has been an empowering of the whole class in making positive behaviour/involvement
choices.”
“I have been reminded of the absolute necessity of "pro-social" learning for all children, and
particularly SMART children.”
“The power of the consistent use of mentoring language provides a predictability that
children experiencing trauma are attuned to for example "strong" versus "weak" choices.”
“It is essential to provide situations where children can practice "social learning". The
Games Factory provides this practice in a fun and active way.”
LOOKING FORWARD
The challenge now is to transfer what the children are learning through the The Games
Factory to the classroom environment and also to yard situations. We are still finding that
students are having issues in the yard when adults are not present. Some students, the most
vulnerable, still struggle without the explicit framework and ongoing support to use the skills
gained through participation in the games. Our aim is to continue our own professional
learning that will enable us to develop strategies to support the transference of skills into
other situations and environments. The older children have begun this transference but more
work still needs to be done. The Games Factory enables children to understand their own
capacity as individuals and the skills needed when they participate so that all progress.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Victor Harbor R - 7 School
Inquiry question
If staff participate in SMART=ER training then will our practice change so
students impacted by developmental trauma are better supported at school?
We deliberately formed an inquiry question that would create self-evaluation of what teachers
did in their daily interactions and practices with students and an evaluation on student
outcomes as a result of undergoing SMART training.
Project Description
Our first steps to embrace SMART philosophy across the school
•
Establish a wellbeing committee
This ensures that issues relating to wellbeing and trauma are kept in mind, that relevant
training is planned and implemented, resources gathered, strategies discussed and
shared and outcomes evaluated
•
Facilitate a “Relationships-building” workshop for all staff at the start of the year
This took place in the week prior to students returning from holidays. The workshop was
based on the importance of connecting with students and introduced strategies to build
positive connections. Discussions also covered aspects of choice theory and looked at
how feelings and physiology are linked to self-talk, thinking and what we do. It examined
behaviours that connect us to others and those that push us further away. Practical
strategies and tools to use in the classroom were introduced and the importance of
finding out students’ passions and interests was emphasised.
The Cars R Us cards were introduced.
Initial data collection
Survey identified students to assess their perceptions of their wellbeing (connecting with
teachers / peers / learning; bullying issues; self-esteem/confidence; feelings of safety at
school)
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Students' Perceptions About Having a Positive Relationship With Their
Teachers
35%
30%
25%
20%
15%
10%
5%
0%
Strongly disagree
Disagree
Ambivalent
Agree
Strongly agree
Students' Perceptions About Having A Positive Attitude To
Learning
30%
25%
20%
15%
10%
5%
0%
Strongly
disagree
Disagree
Ambivalent
Agree
Strongly agree
Students' Perceptions That They Have Been Bullied
35%
30%
25%
20%
15%
10%
5%
0%
Strongly
disagree
Disagree
Ambivalent
Agree
Strongly agree
What came out strongly from the students who were surveyed was they didn’t feel safe at
school, they didn’t connect well with their learning and only 45% were positive about their
peer relationships. The majority of the students felt good about themselves ( but the world
outside of them was not so good!) and had built positive relationships with their teachers.
The implications of this survey was the need to support them to build better relationships
with other students, to provide an environment that was conducive to learning and which
was not seen as a threat to them.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Project Description – the next steps
•
•
•
•
P
R
A
C
T
I
C
E
Survey staff to ascertain their level of understanding about students who have
experienced trauma. Staff had some knowledge about the impact of trauma on
students but had very little understanding about the working of the brain
(neuroscience); about which areas of learning /cognition/memory were affected
when trauma was experienced; and how ‘old’ neural pathways could be reactivated when triggers occurred. Staff had a limited understanding prior to
training about strategies to support students who had experienced trauma. Staff
were highly cognisant of the importance of relationships with students.
Play is the Way training for all staff in Term 2 (enhance resilience for students).
We included Play is the Way as it helped provide a tool that incorporated
resilience building, connecting with peers and activities, a common and
consistent language, and a range of activities that supported students to see
how their physiology and feelings were affected by their thoughts and actions
Cyber safety training for staff, parents and students. We were concerned about
the ways students were making connections through internet social pages and
mobile phones. Some of the most at risk students were practising unsafe
behaviours with little awareness of boundaries, self-protection and respect for
themselves and others. This was particularly evident among students who had
experienced trauma – it was as if they felt safe making these connections as
they were not face to face, but the reality was that their practice put them in
danger of further trauma.Each term there has been an intensive training for
students with support from the ICT teacher, the Alana and Madeleine
Foundation, a grant from the government to implement a staff, student and
parent workshops and bringing in high school students to run a series of
lessons with the year 6/7 students
SMART=ER training for all staff in Terms 2 and 3 emphasising strategies to
support students. The strategies that were embedded in the workshop on
relationships at the start of the year were made more explicit and fleshed out
more thoroughly. Staff had the opportunity to engage in small group discussions
about ways they would put these strategies into place; activities to support their
inclusion; behaviours and pedagogy they would use; and how to ensure their
teaching took place in a safe and supportive environment.
The importance of building a predictable classroom environment
Ways to include restorative principles and effective responses and feedback
Being attuned to what helps students be calm and manage their feelings well
Ways to support students to see how their physiology and feeling connect to
their actions and thought
Helping students to link experiences with feelings so every day events are
meaningful; building connected stories of understanding about a range of
experiences such as social, behavioural or general daily patterns (translating)
Ensure inclusivity is practised so all students are involved both with their
peers and with activities/work
Providing activities that are calming so students know how to access a calm
state
Ways to ensure students have meaningful and supportive engagement with
key adults and to understand these connections are of great importance
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Identifying students at risk
Identified students, who have experienced trauma, were engaged with additional, targeted
support programs – Boys’ group, Girls’ group, Innovative Community Action Networks. These
support programs have provided students with a safe venue for discussion, a means of
connecting with peers and members of the community, and connecting the adults from the
students’ homes into community support programs as well. There have been opportunities
for students to recognise their strengths and to build on these and to try out other ways of
‘thinking and doing. Students were selected for these groups using a variety of means. Some
were identified due to consistent inappropriate behaviour choices; some were selected by
parents or staff due to issues around managing their feelings; some were identified because
of being withdrawn and some self-identified. Single gender groups were chosen specifically
as some of the trauma is gender-based
The Arts (providing a forum for expressive creativity for some students
who have experienced trauma)
The music teacher has established a boys’ choir and has also put on the musical,
Wizard of Oz. It has been interesting to note that several students who have
experienced trauma have chosen to be a part of these activities. Musical rhythms are
calming and having a safe way to convey messages (from the mask of a role)
supports students in learning how to express feelings.
Classroom social skills programs (e.g. Bounce Back; Keep Cool; Child
Protection Curriculum; Drug and Alcohol Awareness; Growth and
Development)
Many students who have experienced trauma need support to both understand and
express their feelings as well as learning how to regulate their feelings. They also
need support in making sense of their stories and learning to recognise when they
may need to access a ‘safe’ place to calm down. The Child Protection Curriculum
helps to build safe relationships, understand the importance of having key persons to
talk to if they feel unsafe and to recognise what is unsafe behaviour in others. The
Drug and Alcohol awareness is a crucial factor as research has shown that many
abused/traumatised people want ways to numb their pain and this program highlights
the pitfalls and redirects to healthier alternatives. The growth and development
program has safe practices embedded in it and keeps personal safety on the
agenda.
• Supervised lunchtime activities to provide a safe haven for those who find the
yard intimidating or who are overwhelmed in playtimes
• Creation of an all-boys’ class whose fathers regularly come in to support
students in their learning, providing positive role models when they talk
about their working and family lives and their interactions with others
• Implementation of Child Protection Curriculum as a 2-year cyclic scope and
sequence
Encouraging participation /subsidising students to take part in sporting
programs
Research has shown that the release of endorphins through physical activity
supports students to feel better about themselves. By encouraging students to
access sporting programs, and supporting them financially through a social justice
fund if needed, to access SAPSASA, sporting clinics, camps etc. They connect
more with their peers, have the opportunity to express their feelings in a positive
way, build on their strengths and enhance both confidence and self-esteem.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Support attendance with family counselling
Issues around attendance are noticeable among some students who have
experienced trauma. The school responds with personal contact with the
parent/carer and ensures supportive and predictable strategies are in place e.g. if the
regular teacher is absent the student is able to access another classroom teacher
with whom there is rapport and trust; the student is made to feel welcome.
Support strategies are identified through student review meetings or parent
meetings. The DECS attendance counsellor is a means of support and home visits
can occur, often with the school counsellor.
Additional support can be accessed.
In accessing any of these services a ‘wrap around’ approach is utilised with teacher,
school counsellor, DECS service providers, the parent/caregiver, and community
providers meeting to determine strategies and approaches together. By working in
partnership with DECS and community service providers, consistency, common
understandings and common language in supporting the traumatised student can be
utilised.
Support through the Christian Pastoral Support Worker
•
•
•
•
•
•
-breakfast club
housing
food
clothing
counselling
group/individual work to support students and families who are “not coping”
Evaluation
Post-implementation survey of staff to ascertain effectiveness of Play is the Way in
supporting at risk students. The survey produced the following beliefs from staff:
•
-Consistency of language across the school
•
-Resilience building among students
•
-Students showing collaborative team work and connecting with others
•
-Class cohesion and sense of belonging
•
-Reduction in office time-outs
•
-Increase in attendance
•
-Increase in student confidence
•
-Staff have greater understanding and awareness of issues for
•
students who have experienced trauma
Student 1
“Going to ICAN helps me stop and think. Going to the different afternoon activities keeps me
calmer and I feel I want to stay at school rather than go home. I really enjoy the cooking and
the african drumming. I hope I can do this again next year.’
Student 2
“I keep calmer when I go to ICAN. It helps me in the mornings knowing I can go to ICAN in
the afternoons. I like the cooking and gardening because it helps me think about what makes
me angry and then I know how to calm down and say sorry. I can then get back to my work. I
want to keep going to ICAN.
Student 3
“ICAN helps me not to hate school. It’s now more fun and more interesting and I want to try
new things. I’ve started thinking about what I want to do when I get older – a butcher or a
cook. I used to want to just smash everyone up all the time. Now I’m a quarter angry than
what I was before I enjoy cooking, drumming and gardening and I hope I can do this until I go
to high school’
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Girl’s group Girl 1
“I’ve learnt that it’s OK to be a kid and that my body is special and I don’t have to rush into
sexual stuff until I am older. I also learnt that my parents and teachers care for me.
Girl 2
“ What I have learned in girls group is that I’m only 13 and have much more of my life left and
not to act older than I am. Also to respect other people’s differences because we are all
different “
Girl 3
“What I have enjoyed in Girls Group is that I can express my feelings without being
embarrassed”
Girl 4
“In Girls Group I have learned how to be a better friend and all about friendships”
Girl 5
“In Girls Group I have learned to be a good friend. I have learned how to care for people and
share our feelings”
Girl 6
“In Girls Group I learned that life was not all about Me”
Girl 7
“ I have learned not to care what I look like and just to be myself and not to care what others
think or say”
At Victor Harbor R-7 school we believe that SMART principles work best when
embedded in all that we do.
Our wellbeing programs, class environment and teaching methodologies
reflect SMART strategies
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Wallaroo Primary School
Index of Disadvantage
Category 2
Project Title
Smart=ER Reading
Smart=ER Project Inquiry Question
To explore effective strategies to improve reading comprehension and
understanding for students dealing with ongoing trauma.
We have identified a teacher with highly developed SMART PRACTICE strategies
already in place and explored how this teacher:
• Builds on learners’ understanding
• Connects learning to students’ lives and aspirations
SMART PRACTICE focus areas
Predictable Responsive Attuned Connecting Translating Involving Calming
Engaging
Timeframe
Terms 2, 3 & 4
Staff Involved
Sharon Beazley
Robyn Paterson
Fione Love
Debbie Terrett
John Sofia
Deb Ramsey
Year 5 / 6 Classroom Teacher
School Counsellor
Interagency Student Behaviour Management Services
Curriculum Consultant
School Service Officer
ICT School Service Officer
Resources Required
Year 5 NAPLAN tests + photocopies for Year 6s
Survey Monkey
SSO support to collate information set up surveys
SMART Training for Staff Member
Adapted ICAN Engagement Matrix
Context
Wallaroo Primary School is located on the Yorke Peninsula in the Yorke and Mid North
Region. In 2006 the school experienced a school fire as a result of an arson attack.
Students were schooled in the local Town Hall and in portable classrooms, while the building
was restored. 152 students currently attend Wallaroo Primary School, a significant number
of them having experienced trauma in their lives to different degrees. Ongoing abuse for
students at Wallaroo Primary School varies from experiencing sexual abuse, domestic
violence, family members and adults with drug usage, gambling addictions, continual
relationship changes and for some, dealing with family members who are incarcerated. Due
to the Index of Disadvantage Wallaroo Primary has a Primary School Counsellor staffed at
0.9 who works in each class.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Our Recent Journey
In the last 9 years a transformation has occurred at the school. This has included parents,
staff and students agreeing to and understanding 7 core values: persistence, teamwork,
care, success, respect, learning and pride. A behaviour code has been established that is a
transparent and explicit part of the lived culture at Wallaroo. Staff and Parents were trained
in Restorative Justice as a proactive way to deal with conflict. Grievance Procedures and
Anti-Bullying Procedures were put in place for Staff, Students and Parents. Student Voice is
now heard amongst the adults and the community. With these major strategies in place, the
school has shifted its focus from behaviour management to engagement and learning.
Since 2009 the site plan has been generated around improving literacy, particularly reading.
Wallaroo Primary School is a PALL school (Principal as Literacy Learner). Our Principal has
addressed whole school change in relation to reading pedagogy and effective reading
instruction. This has included intensive discussion, training and development for all staff
about agreed reading expectations, (reading and age levels).
Thinking and Planning
When we gain evidence for and articulate effective practice for improving reading skills for
students experiencing ongoing trauma, we can pass this knowledge onto other staff
members, incoming staff as part of their induction, teaching staff new to the profession and
other educators region and state wide.
Description of the Project
Our aim is to investigate what the teacher explicitly does to enhance reading amongst a
group of Year 5 & 6 students.
Investigate what needs to happen for students experiencing trauma to improve their reading
and for them to feel success.
• All students participated in an online pre-project survey, using Survey Monkey,
reflecting on their approach to and opinion of reading. This survey was repeated
post-project in Term 4.
• All students were interviewed by an adult to unpack their perceptions of themselves
as readers and the impact they believed their schooling had on their reading. These
interviews occurred in Terms 2 & 4. A further interview that explored this deeper
occurred in Term 4.
• Parents of the students were interviewed by their class teacher, with questions
specifically aimed at their perceptions of their child as a reader.
• The classroom teacher attended a SMART Training session to enhance her
understanding of abuse related trauma and strategies to manage students dealing
with trauma.
• All students were tested for their reading age levels at the beginning of the year and
in Term 4, using the WaddingtonTest
• All students from Year 5 & 6 completed the Year 5 NAPLAN test in Term 2 and then
repeated the test in Term 4.
Results and Findings
From the Fourth Term follow up on-line Survey Monkey survey: (These results are from the
whole class.)
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Question
I think I
will
succeed
in reading
I try to do
my best
at
reading
Believe:
% Response
Term 2
Term 4
46
%
88%
58
%
100
%
Most of the
time
or
Always
Increase
of:
42%
Most of the
time
or
Always
42%
From the interviews: What is reading like for you?
Child
1
Term 1
Responses from students
impacted by trauma:
Fun: the interesting stories
make it fun
2
It’s pretty good
No
3
4
5
6
7
8
9
Term 4
Responses from students
impacted by trauma:
Easy and fun – I read lots
of books, like Zac Power
books
Sometimes difficult,
sometimes not.
When reading out loud it is kind of
difficult, when I'm reading silently
it’s not.
It is cool. If I read I feel like I am
Fun – because you are in
in the story.
the book, not the person.
Reading is hard for me. When I
Fun. I can read about adventures.
go into my Lexiles, most of the
It’s still exciting even when I don’t
words I don’t know.
read about adventures. You can
read about different characters.
It’s good because sometimes I don’t want Really good. It gives you
to read and the teachers make me read, something to do, nothing
then I don’t want to stop because the
else to do and it makes you
book’s so interesting.
quiet and it interests your
brain. If you can’t watch
TV you can read a book.
Good
Exciting – all the
adventures that are in the
books.
Reading is like an adventure to me. The Like an adventure. Well,
bits that come into it to make the story.
every time I open a book I
It’s like a whole new world. I would rather feel like it’s an adventure,
read than watch it on the TV. In my
it’s new and it’s exciting.
whole life I have read nearly 120 books. I
have nearly 1,000 books. I write down
the books I read. I like reading
to my little brother and to my mum.
Boring
Fun – reading interesting
books,
Reading is okay. If it is a book I like.
OK – the harder words
makes it hard, easy words
make it easy.
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
10
I enjoy reading. I like good stories. Made I have only just started to
up stories.
enjoy reading now (this
year). I am finding more
interesting books. I am
starting to look for exciting
books. I read the back.
From the interviews: What does your class think of you as a reader?
Child
No
1
2
3
4
5
6
7
8
9
10
Term 1
Responses from students
impacted by trauma:
I don’t know. “How would you
know?” “They would tell me”
Term 4
Responses from students
impacted by trauma:
Pretty good, cause
sometimes they tell me and I
read books with them
I have no idea
When we are doing plays
they think
I am pretty good with voices.
I’m not sure, If I concentrate
They don’t actually worry
they will know
about it
They don’t really notice me
Imaginative. ‘Cos I tell them
reading.
about what I read.
It’s good because sometimes I don’t want Good reader, but can do
to read and the teachers make me read, better. Start reading really
then I don’t want to stop because the
thick books that are
book’s so interesting.
interesting. When they see
that we read outside with an
SSO.
I don’t know
They think of me a normal
good reader, reading just at
the right speed and take
pride in it.
I don’t know. I haven’t asked.
I don’t know. Cos we don’t
Well the people who sit next to
read to the class, well we do,
me know I’m really good at it
but the teacher does the
and that I like to read and that I
reading. Sometimes we all
don’t like to be disturbed while I
have the novel and
am reading.
sometimes we have to guess
the words (we point at the
words, as she reads) that Ms
Beazley leaves out.
I don’t know
Not sure
They think I’m okay. I reckon they know I I’m not really sure.
have difficulties in reading. Some of them
have known me for a fair while now.
They mostly just whistle while I’m reading. I don’t know that one.
It’s not that loud, but I can hear it. XXX
whistles, I don’t know why.
Comprehension NAPLAN of whole class
92% improvement from Term 2 NAPLAN (2010) to Term 4 NAPLAN (2010)
24% of the class doubled their improvement
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Reading Comprehension NAPLAN of 10 children dealing with ongoing trauma
40% of students with trauma doubled their score NAPLAN (2010) Term 4
80% of students improved overall in reading comprehension NAPLAN (2010)
6/10 students with ongoing trauma originally had less than 40% comprehension
Only 1 student received less than 40% understanding.
NAPLAN Comprehension
Student 1 Year 6
Student 2 Year 6
Student 3 Year 5
Student 4 Year 5
Student 5 Year 6
Student 6 Year 5
Student 7 Year 5
Student 8 Year 6
Student 9 Year 5
Student 10 Year 5
Year 5/6 2010 Term 2 %
25.7%
40%
40%
60%
20%
42.9%
34.3%
45.7%
28.6%
22.9%
Year 5/6 2010 Term 4 %
45.7%
40%
45.7%
68.6%
45.7%
42.9%
62.9%
51.4%
34.2%
48.6%
Reading Comprehension scores Year 5/6 2010 and Year 5/6 2010 compared using
the Lexile Reading Program. This program uses Ashton Scholastic books. After
the child has read a book, s/he does an on-line comprehension quiz. The child is
initially tested using the on-line series of comprehension questions. The child is
then allotted a number (standard) which gives him/her the level of books to read.
(The number eg 500 is around the approx. a Year 5 level.)
Student 1 Year 6
Student 2 Year 6
Student 3 Year 5
Student 4 Year 5
Student 5 Year 6
Student 6 Year 5
Student 7 Year 5
Student 8 Year 6
Student 9 Year 5
Student 10 Year 5
Year 5/6 2010 Term 1
200
530
200
850
630
520
390
580
200
390
Year 5/6 2010 Term 4
480
590
670
910
740
670
710
580
490
610
So how did this occur?
Predictable
We:
•
•
•
•
•
•
•
•
Use visual daily timetables
Forewarn students of any changes to the timetable
Collaboratively plan movement rules for reading
Cards organized to structure reading and movement to & from locations
SSO support regular groups with daily routines
Expectation that everyone can read – holding the belief for them
Expectation that reading will improve - and providing targeted and tailored support
Rehearse learning and behaviours – from modelling to guided support through to
independence
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
Responsive
We:
•
•
•
•
•
Teach child safety skills through Keeping Safe: Child Protection Curriculum
Teach child safety skills through The Tree of Life narrative therapy process
Hold, articulate and communicate to young people a strong belief that they have the
right to be safe
Communicate and collaborate with young people to come to shared understandings
about risk and safety.
As adults listen to reading
Attunement
We:
•
•
•
•
•
•
Are attuned to each other as adults - we “read each other’s minds”
Know the young people, their patterns of thinking and behaving and predictable
reactions to tasks and challenges so we think and act pre-emptively to set young
people up for success
Recognise and understand internal and external triggers
Consider student’s developmental capacities when goal setting for the group and
individuals
Notice body language and track the emotional state, particularly of anxious students,
in relation to different subjects, tasks and activities.
Notice physical difficulties and the sensory environment to recommend assessments
such as hearing or eyesight or do simple things like open or close the blinds.
Connecting
We:
•
•
•
•
•
•
•
•
•
•
•
Build trust through being open, honest, communication [privately when needed], doing
what we’ll say we do, acknowledging reality and persisting toward change
Interview & record parents at start of year about their perceptions of child as a reader
Support young people to connect with important networks in relation to their reading
Promote/name all adults as ‘staff member’, not labelled as SSO or Teacher
Work collaboratively with SSOs and parents to expand child’s reading support group
Interview and have conversations with young people to encourage them to get in
touch with and articulate their thoughts and feelings
Give verbal and written feedback to individual students about their reading progress
Maintain healthy, informed adult perspectives and don’t take misbehaviour personally
Interact with young people naturally and genuinely to develop positive relationships
Allow time for young people to problem solve and follow up problem solving attempts
Follow up with young people to track their wellbeing and learning over time
Translating
We:
•
•
•
•
•
•
•
Understand the concept of social justice [treat equals as equals and when things are
unequal give to each according to need] and can explain this in a way young people
understand and accept
Incorporate our values into the language and skill development in relation to reading
(persistence, success, care, pride)
Model and demonstrate empathy and pro-social skills
Promote optimism and persistence
Tolerate, experience, articulate and integrate feelings even when they’re uncomfortable
Stay action and solution focused and use a’ no blame’ approach
Support young people to understand that reading is more than lexiles
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Involving
We:
•
•
•
•
•
Hold class meeting discussions about reading program changes
Collaboratively teach social skill development lessons with staff
Explicitly teach young people how to interpret and respond to social cues
Involve young people in an honest assessment of ‘where they’re at’ and in designing
a learning program that suits their needs and gives them some control
Involving the young person and their parent/s as a supportive team
Calming
We:
•
•
•
•
•
•
•
•
Set and maintain the ‘heart beat’ of the classroom, quietly and calmly maintaining
routines and structures that are extraordinary in their ordinariness
Provide [unobtrusive] commentary to help young people understand helpful thought
processes when flexibility is required or something different has happened
Explicitly teach strategies that keep young people safe through learning to calm and
self regulate, using strategies from Child Protection Curriculum and Tree of Life
Assist students to progressively open their Window of Tolerance, by gently exposing
them to uncomfortable, anxious moments, coaching them with positive, powerful self
talk messages to get through the tough time
Assist students with emotional stability by modelling calm
Organize “break cards” for specific students with trauma related behaviours
Provide opportunities for young people, to express themselves through writing in a
journal: for example, “I can feel safe saying this...”
Support young people to reduce their symptoms and self-regulate by using exercise
(eg. running, sit-ups, push-ups!)
Engaging
We:
•
•
•
•
•
Do journal Writing
Read for pleasure, select own books
Read for meaning
Engage in interactive Whiteboard Games
Play reading games
Key Outcomes
Students have a self belief in their capacity to be successful with their reading. Their identity
as reader has improved significantly. We believe this occurred due to the teacher’s
awareness of SMART PRACTICE strategies and her understanding of the effect trauma has
on young, developing brains. Being conscious of how some students were behaving, and
that this behaviour was indeed the story in itself about their abuse related trauma, rather than
‘being naughty for no reason!’ . Given this new information, the teacher consciously targets
these students with the above SMART PRACTICE strategies. The improvement in reading
has been overwhelmingly satisfying for students, parents, the teacher and the school.
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Further SMART PRACTICE strategies
Predictable
Principle
Traumatised children experience any change as a potential threat.
Even if the familiar is difficult and destructive, the familiar is safer for traumatised children
than the unfamiliar.
Strategies
•
Visual/pictorial class timetable displayed in classroom or hallway as appropriate
•
Have a familiar or safe area or person the student can access if a situation is
unfamiliar and threatening
•
Consistency and repetition cannot be underestimated - from all staff
•
Use short, explicit instructions- keeping in mind possible short term memory
impairments
•
Consider classroom management strategies- such as moving desks- with an eye for
the traumatised student
•
Consider student being placed in another class on days where TRT is teaching. This
would obviously be a teacher with whom there is a connection
•
Prepare peers to support student through transition points in the day
•
Develop plans for the lead up to excursions and camps that enable the student to
adjust to the new experience
•
Communicate with caregivers regarding any significant changes, which will enable
them to support and prepare the student as well
•
Fewer room changes in secondary setting
•
Support personnel are welcoming, consistent, have predictable responses and
provide explicit instructions
•
Set
up
a
shadow
board
outlining
what
children
will
need
for
each
class/lesson/subject.
•
Provide lengthy transition processes to different classes at the end of every year
(from beginning of term 4 onwards)
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•
Provide students with photos of all teachers, including TRT’s to build the sense of
connection and knowing.
•
Work on specific responses to individual behaviour eg: when the student goes under
the desk, what do we do now?, what could we do instead?, what has worked in the
past? Etc
•
Always following through on responses to behaviour as well as rewards.
•
Develop a “calming technique” lesson changeover routine, particularly in secondary
school.
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Responsive
Principle
Traumatised children will often display behaviour which is experienced as difficult or
challenging by others but often makes sense in the context of their trauma. They find it hard
to internalise external rules and consequences.
Secondary reactions are experienced as threats and responded to as such by these children.
Strategies
•
If making “contracts”, abide by the terms- each issue needs to be dealt with
separately
•
Provide praise that is concrete, specific and delivered without effusiveness. Look for
opportunities to provide that praise
•
Teachers to recognise when they are ready to explode themselves and pull back
•
Provide “cool down” time and space for child- that is clearly not delineated as
punishment
•
Give class alternate location rather than child
•
Consequences should be followed up
•
Make a commitment to see the incident through to resolution. Not passing the child
on because it gets difficult
•
Reflect on own response- “Why am I doing what I am doing?”
•
Have ongoing reviews with other professionals involved with the child to ensure
consistency of response to behaviours.
•
Utilise predictable, consistent language and provide scripts for this to all those
involved with the child
•
Provide transparent, clear and known guidelines/behaviour codes or rules and ensure
these are displayed
•
Provide a range of methods to reinforce behavioural expectations ie: visual, auditory,
words and pictures.
•
Incorporate district services in developing a response plan.
•
Ensure the plan is known, taught and revised by all key people involved with the
child. Don’t forget the office staff in this process.
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•
Utilise naturally occurring “breaks” during the day to try to de-escalate behaviour.
These might include toilet, messages or monitor tasks
•
Adults should convey a message of “never giving up” on child
•
In a secondary environment, try to ensure consistency of rule enforcement across the
whole school
•
Follow through on consequences/rewards/plans.
•
Utilise distraction techniques, which can be playful- such as an animal noise, a new
sound or a new visual cue.
•
Make time for discussions about positive behaviour. You may need to ask similar
questions as you would when there is challenging behaviour because the student
may need help understanding the experience and their response.
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Attuned
Principle
Traumatised children do not easily know how they feel and have had limited experience of
having their feelings recognised by others.
Feelings are experienced as separate to traumatised children’s knowledge of themselves.
Strategies
•
Model talking about and dealing with feelings- and talk through the process
•
Track and monitor mood over a period of time
•
Review events in the context of a feelings response rather than focusing on
behaviour
•
The use of stories and narratives can prove valuable in this process
•
Observe the child’s behaviour and provide specific and clear feedback in a neutral
tone
•
Explicit teaching of language related to feelings. One example is to ‘bubble thought’
another person’s thoughts and the feelings that stem from that
•
Be aware of passing on information such as when the child is going on excursion,
camp or to a TRT
•
Celebrate milestones and positive achievements- patterns and cues that promote a
positive response.
•
Try to ensure as many staff as possible are using common language around
emotional expression
•
Devise a tracking method for the student’s (and/or your own!) heartrate during the
day. Monitor and evaluate this information with the student
•
Reflect back how you believe the child is feeling and what you base that on. Check
with the child the accuracy of this assessment. They may not recognise that feeling
so you can continue to discuss how people might look when they are feeling a certain
way.
•
Provide regular communication to parents/carers about child’s feelings rather than
behavioural issues.
•
Show an interest in the child’s interests and share your own. This enables modelling
of feelings such as joy, commitment and enjoyment.
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•
Think about providing multiple avenues of feedback regarding the child’s
emotions/feelings during the day. Eg: can there be a concerted effort for a week for
everyone who has contact with the student to provide feedback about how they
appear to be feeling and validating that.
•
Help colleagues to make sense of strategies the students are trying to use to manage
triggering events.
This means they can also acknowledge attempts and not just
successes.
•
Tactile experiences to explore a situation eg: blow up a balloon to the size of this
issue or fold a piece of paper to the size of the issue.
Validate the child’s
assessment.
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Connecting
Principle
Traumatised children will often feel disconnected from their feelings, memories of
experiences and their sense of identity.
They need support to get in touch with how they’re feeling, what they are feeling and linking
their perceptions and experiences to their feelings.
Strategies
•
Use feelings faces in a range of ways. This might include the students drawing them
as a group, colouring them in, making 3D faces or playing feelings bingo
•
Programs: “Friends for Youth”, “Mind Matters”, “Kids Matter”, “I Can”. “Rock and
Water”, “Bounce back”, “Program Achieve”, “Think Boldly, Act Boldly, Feel Amazing”
•
Daily reflections at the end of the day or for different learning areas
•
Talk about happy/positive events- including questioning, recounting stories and
reflecting on the experience
•
Utilise strategies to recall information- remembering when….
•
Utilise symbols for feelings eg: colours, pictures, bear cards etc
•
Work on physical response to feelings but recognise this can be very slow work (as
can all work with traumatised children)
•
Utilise physical activity as a release and a point of discussion
•
Sensory “toys” to enable calming down or experiencing different feelings and trying to
name them. An example might be squeeze balls or linking textures to feelings
•
Continually work on different strategies/actions to deal with a feeling.
Give
alternatives and don’t expect children to just “get on with it”
•
Puppets, music, poetry, visual arts and dance
•
Child protection curriculum embedded
•
Think about timing of activities eg: could use creative therapy for first half hour of
Monday morning to debrief weekend’s experiences
•
Pacing- when student is angry walk with them and start pace where they’re at and
then gradually slow them down
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•
Incorporate “circle time”- especially after breaks where students can talk about their
feelings during that time. Ensure you develop specific rules such as no blame, no
name. Tries to build community
•
Use photography to help children identify feelings, ie: This is what I look like when
I’m……
•
Think about videos (films, music clips) than can help with discussion of feelings- as
well as magazine pictures and stories
•
Repetition of the one story to examine the emotional content in a range of ways eg:
acting out, puppets, role plays, songs, sharing story with a range of adults
•
Using full body outlines to link physical and emotional responses
•
Matching game- matching abstract emotion to a photo
•
Draw the day’s journey- think about the media you might use for this eg: chalk, textas,
wool, clay etc
•
Give explicit permission for all feelings as well as acknowledgement of those feelings.
Spend time on exploring behavioural options when having that emotional response.
•
Use a mirror if photo taking is not possible.
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Translating
Principle
Traumatised children will find it difficult to make stories about their day to day experiences
because their memory and interpretive functions have been impaired.
They struggle to make sense of their past, feel separate from their present and have no
starting point for making their path into the future.
Strategies
•
Develop a “box of joy” for memory making for individual students
•
Focus on setting short term, clear goals with a specific reward- including a chance to
reflect on the achievement
•
Complete a journal about the child/young person’s day using sentence starters.
Drawing or artwork could be used for the same purpose
•
Encourage teachers to reminisce about their time with the child in past years
•
Take photos of involvement in school activities
•
Make copies of good work. The above 3 strategies can be combined to become a
record of the child’s time in that school. (This of course assumes the child has some
stability of school placement.)
•
Discuss stories of their experiences in previous school(s)
•
Link work to possible futures
•
Consider transfer issues- what could be sent to the new school (if known) to introduce
the child? Is this different from what we do now?
•
Think about using physical activity to link the child to their school or community. This
has benefits across the framework elements.
This could include something like
weeding someone’s garden or other community-based tasks
•
Sometimes just tell the child about others’ responses to the behaviour or actions,
rather than laboriously spending time helping them to come to their own discovery as
this may not happen naturally
•
Doing specific work on putting the day’s events into chronological order and also
categorising.
•
Start a family book and a “me book” and follow it through during their time at the
school
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•
Utilise morning talk time as a time to share stories
•
Make physical recordings of children’s stories- audio and video tape (for example)
•
Develop totem poles
•
Provide celebratory experiences
•
Provide impromptu fun experiences which are not a “reward” for something- simply
because they are themselves and everyone deserves something positive
(unconditional rewards/celebrations)
•
Write a biography of an inanimate object- using the 1 step removed process can illicit
understanding
•
Look at discussing and exploring “neutral” timelines eg: development of the car,
toaster etc
•
Develop transition plans as early as practicable
•
Develop a “sack of my life”- which holds small items or treasures that evoke a
memory.
This can be used to build a story around and also be linked to the
emotional content of a life story or situation. These could be seen as negative and
positive stories.
•
Do a check-in at the start of each week and each term: “What do you remember from
last week/term? What stands out? Why? What would you like to be the same this
week/term? What would you like to be different?” etc
•
As a class, recount what has happened during the day and discuss how or why it may
have differed from the day’s plan.
•
Provide alternatives for activities that may help the student with meaning making. Eg:
instead of journaling the weekend, write about this Monday morning and what you
would like to be writing next Monday.
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Involving
Principle
Traumatised children will find it difficult to make friends, having poorly developed maps to
guide them.
They often fail to constructively interpret social cues and will often feel isolated and different
from their peers. They may use socially inappropriate behaviour to try to engage with peers
and this often leads to ostracization.
Strategies
•
Carefully introduce the student to small group projects, with the emphasis on small
groups and consider the process rather than the group outcomes
•
Consider developing a cross-age tutoring program which can draw on the student’s
strengths
•
Look at building groups around areas of interest, rather than social ability
•
Introduce whole school strategies to conflict management, rather than conflict
resolution
•
Building relationships with teachers, other staff and other significant adults
•
Modelling trust- particularly following through with what you say. This may need to be
led by staff as is often difficult for all children
•
Resources include: Mark Le Messurier, Friendly Kids, Friendly Classrooms, Achievegetting along, Box full of feelings, Bounce Back, Heart Masters
•
Utilising circle time in the class and extending that to a range of uses once the model
is understood and familiar
•
Utilise structured but not teacher directed activity time
•
Do class puzzles and improvisational games
•
Could do belly dancing or drumming (using phone books) with the whole class or a
whole small group
•
Consider looking after an animal as a group
•
Ensure traumatised children are not singled out in any activity or strategy
•
Other specific programs identified as valuable include Lions’ Quest, Skills for
Growing, Program Achieve and, of course, Mind Matters
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
•
Make sure the choosing of groups is handled sensitively- think about different
methods eg: coloured popstick selection
•
Teach realistic friendship philosophies eg: friendships are not forever.
•
Develop a penpal or email communication system which can be within the school or
with students at other schools. This can assist in friendship skill development without
the pressure of meeting and having to utilise all the non-verbal skills as well.
•
Give clear parameters of what is acceptable behaviour within groups.
•
Provide structured play opportunities during breaks. These could focus on social
skills, team work or sharing (as examples)
•
Set up an activity where classes can watch other classes at play and reflect on what
happened within that group. This can be fed back to the class or utilised as a way of
evaluating our own strategies and play.
•
Utilise scenarios and role play (good for kids, not so good for grown-ups!!)
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Calming
Principle
Traumatised children find it difficult to shape or change their own feelings of stress/distress.
Trauma has impaired children’s cortical capacity to regulate subcortical functioning.
Strategies
•
Think about a variety of calming strategies: draw, run, walk, play doh, puzzles, music,
fish-watching, soft toys……
•
Whole school approach to understanding trauma and recognising the importance of
calm and space
•
Raising awareness of the impact of staff’s own behaviour on students
•
Include lots of structured physical activity in the day
•
Utilise music in the classroom- particularly rhythmic music such as drumming
•
Model and discuss your own calming strategies
•
Remember that you will be acting as the student’s cortex in some regards in terms of
keeping calm and thinking about the calming process
•
Think about seating placement for the hypervigilant child- allow them to feel they can
escape. However, don’t assume you know where that is.
•
Provide safe areas for recess and lunchtime- this could include safe people as well.
•
Some other strategies might include journaling, yoga, guided fantasies, doodling or
drawing, humming and whistling
•
Incorporate regular relaxation activities into class time
•
Provide a visual support system to promote self-calming, could be seen as a “manual”
for the child
•
Consider which of these strategies might be used in small groups, whole class, whole
school or 1:1 or which might be utilised within the staff group as well as the student
community
•
Relay some of the calming strategies to the parents/carers. There may be some
opportunities for skill building within this environment
•
Try to ensure you are responsive rather than reactive
•
Be realistic about your role with this child- it is a shared responsibility
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Transforming Trauma- Australian Childhood Foundation and DECS 2010
•
Ensure SELF-CARE in terms of maintaining your own sense of calm. This can be
achieved through formal and informal means
•
Have stretching and relaxing activities at predictable times each day.
•
Identify safe places for recess and lunch.
•
Create a calm box with a reference point with things that help that child feel calm.
This might include sensory toys, photos of favourite things, a toy to hug or other
visual reminder which is age appropriate.
•
Utilise water play.
•
Know your own “buttons” and take responsibility for your response to them being
pushed.
•
Create a list of possible calming activities with the reinforcement of the individuality of
their effectiveness. Provide opportunities to practice different calming strategies to
see if they work for the individual student. They may not know what works and what
doesn’t.
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Engaging
Principle
Traumatised children have insecure blueprints for forming, maintaining, understanding and
being in relationships.
Changing relational representations comes with repetitive opportunities to practice and
experience difference in exchanges with others.
Strategies
•
Collaboration with outside agencies
•
Modelling relationship skills- such as language and friendship behaviour
•
Role playing, rehearsal and repetition
•
Social stories
•
Mentoring programs- formal and informal- between teacher/student and older
student/younger student
•
Use of relationship-based restorative principles rather than behaviour-based punitive
principles
•
Enable different levels of relationship with a range of adults within the school
community
•
Establish boundaries and expectations
•
Repetition eg: greeting each day to be similar
•
Build an “identity web” with the student and revisit it on a regular basis
•
Repeat similar interactions but in various settings eg: classroom, playground,
assembly, whole school event
•
One school talked about their Year 8 centre- which facilitated different relationships
with key adults in the school. Year 8’s had targeted work, social skills program,
workskills focus, extra-curricular activities and behaviour management support and
T&D for staff involved. It also incorporates outside services in the connection making.
•
Ensure important information is transferred on transition (between year levels as well
as between schools).
•
Design ‘identity webs’ to help them become more aware of themselves and others
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Appendix 1
Managing privacy in the SMART=ER project
Our learning through the SMART program about strategies for managing abuse-related
trauma has increased the ability of educators to identify vulnerable children and young
people and recognize the impact of abuse on children’s learning and development.
While deeper insight into the effect of abuse on children has the potential to improve our
pedagogy, a negative by-product of this inquiry can be the practice of viewing and labelling
students in relation to their experiences of abuse. This perception can lead educators to
disclose the abuse history of students without considering privacy and information sharing
protocols.
The requirement to maintain confidentiality and not share information without informed
consent must be considered when presenting your experiences and findings in the
SMART=ER action research. Please ensure that you do not use names, photographs or
other identifying information when describing students and relaying information about his/her
experience of trauma and abuse.
Confidentiality Protocols
•
Educators have an obligation to safeguard confidential information that has been
obtained in the course of their practice, teaching or research.
•
Confidential information obtained about the child or young person should be
discussed only for professional purposes and only with persons clearly concerned
with the case.
•
If identifying information is to be shared, informed consent must be obtained from the
young person or, in the case of younger children, his/her parent or guardian.
•
When case studies are utilised in research, presentations or publications educators
must ensure that the identities of all persons are adequately disguised.
The following information provides a guide to ensuring student privacy and explains the
legislative and administrative framework which underpins the management of sensitive
information in South Australia.
1 The United Nation’s Convention on the Rights of the Child (Article 16) states that:
•
no child shall be subjected to arbitrary or unlawful interference with his or her privacy
http://www2.ohchr.org/english/law/crc.htm
2 Charter of Rights for Children and Young People in Care
(Office of the Guardian for Children and Young People, South Australia)
•
Children and young people in care have the right to understand and have a say in
the decisions that affect them. This means they must:
o
Know and be confident that personal information about them will not be
shared without good reason.
http://www.gcyp.sa.gov.au
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3 Information Sharing and Client Privacy Statement for children under the guardianship of
the Minister
•
Families SA staff (as delegates of the Minister for Families and Communities) have
the responsibility of managing information relating to children under guardianship,
including the collection, use, disclosure, quality, storage and transfer of information
across government, to non-government agencies and other persons. The decision to
disclose information is made by a Families SA senior officer on a case-by-case basis
when the information involved is of a sensitive nature.
http://www.familiesandcommunities.sa.gov.au/DesktopModules/SAHT_DNN2_Documents/Download/633582804715503440/rapi
dresponse-info%20sharing.pdf
4 The Code of Fair Information Practice is a framework to ensure privacy issues pertaining to
personal information are handled in an appropriate manner. The Code of Fair Information
Practice outlines what the departments of Health and Families and Communities and their
service providers should do, and what clients can expect, in protecting personal information.
•
Personal information is defined as: Information or an opinion (including information
or an opinion forming part of a database) whether true or not, and whether recorded in
material form or not, about an individual whose identity is apparent or can reasonably
be ascertained, from the information or opinion (Department of Human Services,
2003, page 3)
http://www.publications.health.sa.gov.au/ainfo/1/
5 Government of South Australia – Information Privacy Principles
The Information Privacy Principles regulate the way South Australian Public Sector
agencies collect, use, store and disclose personal information. The following
principles are relevant to the disclosure of information by educators.
Use of Personal Information
(7) Personal information should not be used except for a purpose to which it is
relevant.
(8) Personal information should not be used by an agency for a purpose that is not the
purpose of collection or a purpose incidental to or connected with that purpose unless:
(a) the record-subject has expressly or impliedly consented to the use;
(b) the agency using the information believes on reasonable grounds that the
use is necessary to prevent or lessen a serious and imminent threat to the life
or health of the record-subject or of some other person.
Disclosure of Personal Information
(10) An agency should not disclose personal information about some other person to
a third person unless:
(a) the record-subject has expressly or impliedly consented to the disclosure;
(b) the person disclosing the information believes on reasonable grounds that
the disclosure is necessary to prevent or lessen a serious and imminent threat
to the life or health of the record-subject or of some other person.
http://www.premcab.sa.gov.au/pdf/circulars/Privacy.pdf
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