Trauma-Informed Teaching and Healing-Centered Practices

شروع ہوا چاہتا ہے
پڑھانا

آزاد سیکھنے کے ماحول

Trauma-Informed Teaching and Healing-Centered Practices

صدمے کا طالب علم کے سیکھنے اور رویے پر بہت بڑا اثر پڑ سکتا ہے۔ یہ وسیلہ صدمے کی وضاحت کرتا ہے، صدمے کو پہچاننے کے طریقے کے بارے میں تجاویز دیتا ہے، اور فنکاروں کو ان کے کام میں شامل کرنے کے لیے عملی صدمے سے باخبر، شفا یابی پر مبنی تدریسی تکنیکوں کا اشتراک کرتا ہے۔ مطالعہ کے اس شعبے میں یہ صرف ایک چھوٹا سا تعارف ہے۔

کوئیک ٹایک ویز

سیکھیں

According to the National Center for PTSD, approximately 15% to 43% of girls and 14% to 43% of boys will experience at least one trauma. The percentages vary depending on the types of trauma these young people experienced.

سیکھیں

Just as there’s no one form of trauma, there’s no single way that trauma manifests in the classroom or elsewhere in life. Given that, it makes sense that there’s no singular way to recognize signs of trauma, but common reactions you may see in students are Fight, Flight, Freeze, Fawn, and Flop. There’s more on those below.

کوشش کریں

سماجی اور جذباتی خواندگی (SEL) کو اپنے نصاب میں شامل کرنے سے صدمے کا سامنا کرنے والے طلباء کے جذبات کو درست کرنے میں مدد مل سکتی ہے اور طلباء کو مختلف قسم کے جذبات کو پہچاننے اور ان پر ردعمل ظاہر کرنے میں مدد مل سکتی ہے۔

صدمے سے باخبر تعلیم یا شفا یابی پر مبنی طرز عمل کیوں

Trauma can have a huge impact on student learning and behavior. Being Trauma-Informed means realizing many of the students we work with have been traumatized. By including Trauma-Informed teaching or Healing-Centered practices into our lessons, we are creating classes that aim to not re-traumatize our students. Consciously incorporating Trauma-Informed teaching practices won’t negatively affect students who are not traumatized, but can be incredibly important for students who have been traumatized.

Children, teens, and trauma—the combination isn’t as rare as we’d like to believe.

Each year in the U.S., child protection services get approximately three million reports, involving around 5.5 million minors. In about 30% of those cases, there’s proof of abuse. Here’s a breakdown of the types of abuse traumatized students may have survived:

Neglect: 65%;

Physical abuse: 18%;

Sexual abuse: 10%;

Psychological abuse: 7%.

Between three and 10 million children live in households where there’s family violence—and between 40% and 60% of those cases involve physical abuse. It’s thought that 67% of child abuse cases go unreported.

When you think about how many children you work with every year, the chances are high that at least one young person in at least one of the rooms will be dealing with trauma.

Artistic experiences have been shown to have strong effects on people and students. Studies have shown people who participate in the arts experience reduced stress; improved cognitive and physiological functions; improved quality of life, body motion, and self-image; decreased negative thoughts; improved positive thoughts; and increased ability to express and process emotions, among other effects. You can find more about these studies in آرٹ، ہیلنگ اور پبلک ہیلتھ کے درمیان کنکشن: ہیدر ایل اسٹکی، ڈی ای ڈی اور جیریمی نوبل، ایم ڈی، ایم پی ایچ کے ذریعہ موجودہ ادب کا ایک جائزہ۔

This resource is only a small introduction to this field of study, so we encourage you to go further on your own—there are additional resources in the External Resources section.

نوٹ

To avoid creating or upholding traumatizing systems, it is important to also engage in self-reflection concerning your own positions of power, privilege, values, history, beliefs, and experiences of trauma. Explore more in GIVE Resource: بدبودار فری کلاس روم بنانا.

ٹروما کیا ہے؟

صدمہ ایک دائمی نفسیاتی تناؤ ہے جو تکلیف دہ/ تکلیف دہ واقعات کو دیکھنے یا ان کا تجربہ کرنے کے بعد محسوس ہوتا ہے۔ صدمے کی متعدد قسمیں ہیں۔ دو مشترکات یہ ہیں:
- کسی ایک واقعے کی وجہ سے ہونے والا صدمہ جیسے کہ قدرتی آفت، تشدد کا عمل، حادثہ، عالمی وبائی بیماری، بڑے پیمانے پر فائرنگ، یا دہشت گردانہ حملہ۔
- Complex trauma describes when a young child has experienced multiple chronic stressors such as neglect, food instability, physical or sexual abuse, racial discrimination, separation from loved ones, or homelessness within their primary caregiving system. This can set off a chain of events leading to subsequent or repeated trauma exposure later in life.
دو تہائی امریکی بچوں نے بچپن میں کم از کم ایک تکلیف دہ واقعہ کا تجربہ کیا ہے۔ (سی ڈی سی 2019)

2020 تک، یہ تعداد زیادہ ہو سکتی ہے۔ "COVID-19 کے اثرات کی شدت ایسی ہے جیسے ہم نے پہلے نہیں دیکھا۔ نیو یارک اسٹیٹ میں 18 سال سے کم عمر کے بچوں والے گھرانوں پر وبائی امراض کے اثرات کے ایک نئے تجزیے نے ان بچوں پر شدید، دیرپا، اور نسلی طور پر مختلف اثرات کا تخمینہ لگایا ہے جنہوں نے والدین یا سرپرست کو کھو دیا یا جو غربت میں داخل ہوئے یا غربت کے قریب ہیں۔ وبائی مرض۔"

– COVID-19 Ripple Effect – United Hospital Fund Study

Trauma has a negative impact on brain development, affecting decision-making, attention, learning, and response to stress.
صدمہ اکثر پسماندہ کمیونٹیز میں زیادہ پایا جاتا ہے۔
پسماندہ گروہوں میں علاج میں ایک بڑا تفاوت ہے، جس کی وجہ ذہنی بیماری کی رسائی اور بدنامی دونوں ہیں۔

نسلی صدمے یا نسل پر مبنی تکلیف دہ تناؤ

نسلی صدمے، یا نسل کی بنیاد پر تکلیف دہ تناؤ (RBTS) سے مراد نسلی تعصب اور نسلی امتیاز، نسل پرستی، اور نفرت انگیز جرائم کی وجہ سے ہونے والی ذہنی اور جذباتی چوٹ ہے۔ میں

A 2012 کا مطالعہ found that Black people had a higher lifetime prevalence of post-traumatic stress disorder (PTSD) than people of other races and ethnicities.
In the U.S., Black, Indigenous, and People of Color (BIPOC) are most vulnerable due to living under a system of white supremacy. This can lead to “weathering,” or an increase in a general health vulnerability.

یہ ضروری ہے کہ آپ اپنے طالب علموں کی ایک دوسرے سے منسلک ہونے پر غور کریں اور اپنے کلاس رومز میں بدنظمی کو روکنے کے لیے کام کریں۔ GIVE وسائل میں مزید جانیں: معذوری اور دیگر شناختوں کی تقطیع اور بدبودار فری کلاس روم بنانا.

اپنے طلباء میں صدمے کو کیسے پہچانیں۔

There is no one way to recognize trauma. Some students exhibit behaviors that could indicate trauma, and some may not show any signs. Trauma-Informed teaching, which is centered in healing, is a best practice that should be utilized whether or not you see signs of trauma in your classroom. These practices can be beneficial to all.

That being said, there are some common reactions to trauma. Those most often discussed are Fight, Flight, and Freeze, but Fawn and Flop also show up in the classroom.

رد عمل کی قسم	برتاؤ کی نمائش
لڑائی	Crying, tantrums, reactivity, explosive temper, kicking, throwing, irritability, disruptions, clenched jaw, resisting authority, glaring, yelling, nausea
پرواز	Restlessness, fidgeting, isolating themselves from peers, clinging to adults or caregivers, avoiding activities, leaving the classroom, eyes darting around the room, often ends friendships, feeling of entrapment
منجمد	Lack of eye contact, lack of response, refusal to speak, holding breath, putting head down, one-word answers, numb, exhausted, disconnected, hides physically (hair or hoodie over face) or emotionally, gives up easily, escapes into videos or social media
FAWN	Appeases dominant or authority figures, peace-keeper, eager to please, aligns with other people’s choices and values, spaces out, has a hard time saying no, avoids potential conflict, yields, very polite, passive
FLOP	Disengagement, numbness, lack of emotional range, limpness, submissive

لوگ جس طرح صدمے کا جواب دیتے ہیں وہ انتخاب نہیں ہے - یہ دماغ کی نشوونما اور نفسیات سے جڑا ہوا ہے۔ ان جوابات کو بعض اوقات اساتذہ کے ذریعہ غلط سلوک یا بے عزتی کے طور پر سمجھا جا سکتا ہے۔ تاہم، یہ ضروری ہے کہ ان طرز عمل کو صدمے اور تناؤ کے ردعمل کے طور پر پہچانا جائے اور قیاس آرائیوں یا ذاتی طور پر نہ لینے کی کوشش کریں۔

The Window of Tolerance

“Say yes to the feelings, even as you say no to the behavior.”

― Daniel J. Siegel, No-Drama Discipline: The Whole-Brain Way to Calm the Chaos and Nurture Your Child’s Developing Mind

Dan Siegel came up with the term window of tolerance, which is a physical and emotional comfort zone. This is the space where students can relax, think, and learn.

Traumatized children can live 24/7 in or near that window. They can easily become hyper-aroused (overly aroused), which means they’ve overshot their window of tolerance, and have too much inner stimulation to regulate. In the classroom, that can look like fidgeting, aggression, or tension. Inside, it might feel like twitchiness, a racing heart, or breathing that stays shallow and fast.

In the other direction, they can be hypo-aroused (under-aroused). That’s when they start staring at nothing, slumping onto their desks, or avoiding participation. Inside, it might feel like weakness, a slow heartbeat, or exhaustion.

Often in schools, students are called out or punished for behaviors triggered by being outside their windows of tolerance. Students reacting to trauma can’t change their situations, and they may not have safe outlets or support. By incorporating trauma-informed practices into our sessions, we can get to know our students as human beings and help them find spaces where they can be comfortable and creative.

آپ کے کلاس روم میں استعمال کرنے کے لیے صدمے سے آگاہ اور شفا یابی کے مرکز کے طریقے

"تخیل ہماری زندگی کے معیار کے لیے بالکل اہم ہے… صدمہ تخیل کی ناکامی ہے۔ تخیل کے بغیر کوئی امید نہیں ہے، بہتر مستقبل کا تصور کرنے کا کوئی موقع نہیں، جانے کے لیے کوئی جگہ نہیں، کوئی ہدف تک پہنچنے کا نہیں۔

- بیسل وین ڈیر کولک، جسم اسکور رکھتا ہے۔

طالب علم کے جذبات کو تسلیم کریں۔

If a student is having a strong emotional reaction or behaving in an unexpected way, ask them how they are feeling and acknowledge that their emotions are valid by saying, “I see you are feeling ________. I am sorry you are feeling that way.”
طالب علم سے پوچھیں کہ آپ مدد کے لیے کیا کر سکتے ہیں۔
- آپ انہیں انتخاب دینا چاہیں گے جیسے کہ وقفہ لینا، کسی کام میں مخصوص کردار ادا کرنا، گہری سانسیں لینا، یا ذہنی طور پر کمرے کے کسی دوسرے حصے میں جانا۔ ان انتخاب کو زبردستی یا تعزیری محسوس نہیں کرنا چاہیے۔
اپنے آرٹس کے نصاب میں جذباتی خواندگی کو شامل کریں۔
- طلباء کو اشاروں یا چہرے کے تاثرات کا استعمال کرتے ہوئے مختلف جذبات ظاہر کرنے اور نام دینے کو کہیں۔
- طالب علموں کے تجربہ کردہ احساسات یا جذبات کی بنیاد پر فنکارانہ کام تخلیق کریں۔
- Include a way to share “How are you feeling?” in your warm-up or daily routine.
چیخیں یا غصے کے ساتھ رد عمل کا اظہار نہ کریں۔ اپنی آواز کو کم کرنے، پرسکون رہنے اور گہری سانسیں لینے کے لیے خود کو چیلنج کریں۔

اپنے آرٹس کے نصاب میں جذباتی خواندگی کو شامل کریں۔
- طلباء کو اشاروں یا چہرے کے تاثرات کا استعمال کرتے ہوئے مختلف جذبات ظاہر کرنے اور نام دینے کو کہیں۔
- طالب علموں کے تجربہ کردہ احساسات یا جذبات کی بنیاد پر فنکارانہ کام تخلیق کریں۔
- Include a way to share “How are you feeling?” in your warm-up or daily routine.
- We know proprioception or kinesthesia; the sense of where our bodies are in space. Interoception goes the other way. It’s about being aware of what’s going on inside us: our organs, our bodies, and our emotions. As human beings, we feel our emotions in our bodies (the clenched fists and tight jaw of anger; the slumped shoulders and caved-in chest of shame; the rapid stuck breath and burning eyes of edge-of-tears misery…). Engage your students in discovering where emotions manifest in their bodies and enable them to identify how they’re feeling—physically and emotionally. You can turn this into a curiosity-driven game attached to almost any art form. For example: “Writing: If your character’s terrified, how does their body feel? That’s a great way to show readers what’s happening inside your character, instead of telling them what’s going on.” “Dance: How does someone move who’s feeling delighted? Shy? Exhausted? Knowing where you feel emotions is terrific SEL (Social Emotional Learning).” Developing interoception is especially helpful for students with sensory processing issues, who may have trouble connecting with their bodies, or interpreting and sorting sensory information, even when it comes from inside.

Be Authentic and Transparent With Your Students

اگر آپ کا دن برا گزر رہا ہے یا آپ کو سب وے پر دباؤ کا سامنا کرنا پڑا ہے، تو طلباء کو بتائیں (مناسب طریقے سے)۔
- صدمے کا سامنا کرنے والے طلباء اکثر یہ فرض کر سکتے ہیں کہ کوئی بھی منفی یا دباؤ والی توانائی ان پر مرکوز ہے۔
- یہ طلباء کے لیے بھی فائدہ مند ہے کہ آپ کو تناؤ سے نمٹنے کے صحت مند طریقوں کے لیے ایک ماڈل کے طور پر دیکھیں۔
Find ways to share your artistry, interests, likes, and dislikes with your students. Sharing your authentic self leads to authentic relationship-building and trust.
Model being authentic, honest, maintaining boundaries, and being comfortable with who you are. Having teachers who are at ease with their own genders, abilities and disabilities, race, background, and so on gives children space and implicit permission to be okay with who they are.
Don’t develop a “Teaching Artist” identity for when you enter classrooms. Resist any urge to put on a kid-friendly mask. Trust yourself and be yourself: genuine, present, and real. Just like the art you’re inviting your students to create, your true presence is one of the greatest gifts you have to offer.
- Don’t change your natural speaking voice or alter your language to be simpler than the children need it to be.
- Address kids in a simple and straightforward way, using terminology and language they can—or that you can teach them to—understand.
- You don’t have to act sweet, coy, cool, or tough if that’s not your natural way of being. Trying to fit in can come off as artificial. Be your natural, caring, creative self, and know what you want your kids to know about themselves: You are enough.
- From all sides, an adult using students’ slang can feel awkward, artificial, or disrespectful. This is especially true when the adult is an outsider, visiting the students’ community or living outside their culture. Let your art, your integrity, your comfort with your culture, and your good intentions build bridges, and skip adopting language that isn’t yours. (That said, if you’re with your students for a year, and some of their terminology slips into your vocabulary, don’t struggle to resist it—and don’t be offended if they laugh or grin.)
- Don’t use slang or pop-culture references that aren’t yours. Instead, model being open to learning. Letting students teach you what inspires them will open conversations, instill confidence, and build a more egalitarian community.

Let students know how you are doing, where you are working from, how you are making space in your home for class, include your pet or family members, or let students know they might hear background noise. (Lots of the things they are dealing with, you are too!)
Share your Artistry: Especially if you’re teaching remotely, consider sharing your own art and artistry by linking to your website/blog/daily Instagram post, etc. Remember to only share content appropriate for your students and their grade level.

Incorporate Moments of Mindfulness, Movement, and Breath

Focus on breath: When we are stressed or anxious, we often take shallow breaths into our chest. By breathing deeply into our belly, we can use our breath to calm both our body and mind. That said, breath isn’t a safe space for everybody. For people including survivors of sexual abuse, students with chronic or recurrent illnesses, and people with something as simple as a flu or allergies, breathing may not be a healthy option. Always offer alternatives such as sound or feeling the weight of your body on the chair. Presenting these as equal to breathing prevents them from being a signal of ability or disability: “If that isn’t available to you….” Wording such as, “Take a breath, be aware of the sounds coming into your ears, or feel where your body is touching the chair” puts everything on an equal plane. Invitations to explore what their bodies need in a given moment gives students permission to be curious about their experiences, and control over their bodies and choices. For students with trauma, that kind of power can be rare.
Have students come up with their own ways of leading breathing, relaxation, or focusing exercises. Maybe they breathe in like flowers blossoming, and out like flowers closing into buds, or relax by moving their fingers from high to low like gentle rain. Use their imaginations to engage them, give them leadership opportunities, and get creatively invested in developing mindfulness skills.
Multi-Sensory: Sense of touch, sound, smell, or sight experiences can help students focus and relax. These could be real or imaginary sensory experiences.
Involve Movement: Humans are born to move—incorporating movement can help students be more present and focused. Sometimes we can express things physically that we don’t yet have words for.
Connect to Redirect: Simply by naming an emotion, a spiraling child can start to calm down.
اس GIVE وسائل میں ذہن سازی کے بارے میں مزید جانیں: کلاس روم کے انتظام میں مدد کے لیے ذہن سازی کا استعمال.

Students—and their caregivers—may be overwhelmed or stressed out by remote learning, so it’s important to take some time to incorporate moments of breath and mindfulness as part of your remote lesson.

Consider starting each class with movement/stretching and mental health check-ins or rituals.

چیک ان کی مثال:

Using your thumbs, show how you’re feeling today: “Thumbs up, down, middle, two thumbs up, etc.”
طلباء کے ساتھ چیک ان کرنے کے لیے پول کا استعمال کریں۔
طلباء سے چیٹ میں ٹائپ کریں — الفاظ، ایموجیز، رنگ بیان کرنے کے لیے کہ وہ کیسا محسوس کر رہے ہیں۔
Have students share a sound and movement that expresses how they’re feeling. You can also give them an option: sound, movement, or both. Giving children choice means giving them power in the form of control over their minds and bodies. To build on the exercise, have the rest of the group reflect the sound and/or movement. Mirroring helps children to recognize other people’s feelings, which helps them to develop empathy, compassion, and understanding. This can be done online or in person.
Five-finger check-ins: five means “best day ever,” one means “awful day,” three is somewhere in between, two is “bad, but could be worse,” and four is “good, but could be better.” Have everyone look around to see how others are doing. You can incorporate community-building by suggesting that folks who are at four or five can help those at one or two have an easier day, and thanking the students with lower numbers for letting you know that they need to take it a little easy on themselves today. If caregivers can participate, all the better. That gives you space to teach students that they can take care of adults, too. If a student keeps showing one finger, that can be a signal that something is off in their inner or outer worlds.
The 5-4-3-2-1 Grounding Technique can help to stop spiraling and fretting by bringing students into the here and now. It’s five things you can see, four you can feel, three you can hear, two you can smell, and one you can taste.
Create moments for students and caregivers to experience mindfulness together. You can create guided mindfulness meditations that both parent and child can listen to live or prerecorded.

Take Care of Yourself

Secondhand trauma is common enough that it has an acronym: STS, which stands for secondary traumatic stress—and it affects educators, especially those who work in areas with high rates of poverty, crime, and historical trauma. This article advocates finding support, incorporating coping strategies into your workday routine, and creating “coming home” rituals. Self-care isn’t selfish. Think of it as putting on your oxygen mask first, so you are able to help the people around you. Finding it a challenge to prioritize self-care? Until you know you’re worth it, remind yourself that your students deserve the healthiest possible you.