Facilitator Notes Understanding Trauma in Classroom Teacher Primary Version final June

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Definition of Trauma Trauma shatters our sense of self of safety, stability, trust and innocence Child Trauma Trust ‘Trauma happens when any experiences stuns at us like a bolt out of the blue, it overwhelms us, leaving us supported disconnected from our bodies. Any coping mechanism we may have had are undermined, and we feel utterly helpless and hopeless. It is as if our legs have been not out from under us.’ (Levine 2016) Trauma can impact a child’s body, brain, memory, emotion, relationships, learning and behaviour. ( Dr Karen Treismas) Trauma is an emotional shock that creates substantial, lasting damage to an individual psychological development. ( James B 1989) Traumatic stress is caused by exposure to, or witnessing public street a potentially life-threatening event. Trauma exposure may be brief in duration e.g. an accident, or involve prolonged and repeated exposure. (De Thierry B 2015) 2
Introduction to what is Trauma • A traumatic experience could be repeated bullying, physical, sexual or emotional abuse, domestic abuse, an accident, a severe illness requiring medical intervention, live with a parent/s with physical or mental illness, addiction violence, neglect and experiences of war. • Trauma is often the result of an overwhelming amount of stress that exceeds one's ability to cope, or integrate the emotions involved with that experience. • the definition of trauma differs among individuals by their subjective experiences. People will react to similar events differently. In other words, not all people who experience a potentially traumatic event will actually become psychologically traumatized. • Trauma is a direct personal experience of an event that involves actual or threatened death or serious injury; threat to one's physical integrity, witnessing an event that involves the above experience, learning about unexpected or violent death, serious harm or threat of death, or injury experienced by a family member or close associate. • Memories associated with trauma are implicit, pre-verbal and cannot be recalled, but can be triggered by stimuli from the environment. • The person's response to aversive details of traumatic event involve intense fear, helplessness or horror. • In children it is manifested as disorganized, agitative behaviours or dissociation ( detachment ) . What are the contributing factors that influence trauma ? • The young person temperament and unique attributes, • Previous life events and stressors • The severity and nature of traumas • The frequency and duration of trauma’s • The relationship with the person • The response of the others around the traumatic event, how is it managed and whether it was believed/ validated • The sense-meaning-making and attributions about the traumas • The age and stage of the developing child/young person • The presence and/or absence of protective factors • The cultural, gender and contextual relevance of the trauma 3
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Facilitator Notes Understanding Trauma in Classroom Teacher Primary Version final June

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