Managing Challenging Behaviours with a Trauma Informed Lens How do we improve the learning environment for all? Can the Neurosequential Model in Education be the model to help decrease behaviours in the classroom? Wayne Rufiange - Principal MPS/Childtrauma Shawna Walter - Research in the NME/Vice Principal MPS Morinville Public School Why NME? How did we get here? Positive Behaviour Supports Collaborative Problem Solving - Ross Green Neurosequential Model in Therapeutics Neurosequential Model in Education - Dr. Bruce Perry
The Neurosequential Model in Education NME The Neurosequential Model in Education (NME) draws upon the NMT (a neurodevelopmentally-informed, biologically respectful perspective on human development and functioning) to help educators understand student behavior and performance. The goals of NME are to educate faculty and students in basic concepts of neurosequential development and then teach them how to apply this knowledge to the teaching and learning process. NME is not a specific intervention ; it is a way to educate school staff about brain development and developmental trauma and then to further teach them how to apply that knowledge to their work with students in and outside the classroom, particularly those students with adverse childhood experiences. The ChildTrauma Academy has developed a set of training courses to help school counselors, administrators, teachers and support staff utilize the NME with the children they serve. http://childtrauma.org Need A Good Fit for Morinville Public School Kuypers, 2011 Gave merit to the good teaching strategies Exercise, breakfast programs, zones of regulation, think time Trauma and School Environment Problem Question Maltreated children often repetitively display explosive, aggressive or defiant behaviours in the classroom. These behaviours pose a challenge for teachers and are disruptive to the learning environment. Data Collection and Analysis Purpose What were the early experiences in the pilot implementation of the Neurosequential Model in Education? Explore the experiences in the pilot implementation of the Neurosequential Model in Education. Qualitative Semi-structured one-on-one interviews Constant comparative analysis Retrieved from: Diego Diaz https://flic.kr/p/4y2jor Site and Participants Rural community in north central Alberta Elementary homeroom teachers and educational assistants http://www.teacherresearch.ca/blog/article/2016/10/30/314- early-experiences-in-the-neurosequential-model-in-education
Participant data revealed that the NME model: 1. Increased teacher, educational assistant (EA), and student knowledge about the brain and brain functioning. 1. Increased teacher, EA, and student knowledge on the impact trauma has on the brain. 2. Provided tools to help with self-regulation. Three categories were identified surrounding the central phenomenon of early experiences in the implementation of the NME: Conceptualizing the NME Initiating the NME Experiencing the NME. These categories arose out of the process of the experience rather than the fundamentals of the NME. Conceptualizing the NME Participants indicated that their reading and study of the book The boy who was raised as a dog: And other stories from a child psychiatrist's notebook (Perry & Szalavitz, 2006) were vital to their conceptualization of the NME. The book was the starting point for implementing the model. Initiating the NME Helped teachers and others working with children to act on principles of development and brain functioning to foster an optimal learning environment. Enabled participants to see behaviours through a different lens - behaviour as a form of communication. Helped to gain knowledge and awareness of brain function and self-regulation. Know the State Know the Stage Differentiation
Knowledge. Participants cited the importance of: Learning the six core strengths of healthy childhood development and how to foster them in their classroom. Learning about the brain, brain development, the impact trauma has on the brain, and self-regulation. Implementing regulatory exercises and providing regulatory opportunities for children. Learning regulation strategies and providing students with their own toolbox of strategies to effectively selfregulate. Student knowledge. It is important that children understand how their own brains work. Why they have difficulty in certain situations, what their triggers are, and why they act the way they do in certain situations. Learn about the areas of the brain. Recognize their triggers, ask for help when needed, and use tools they have been given to self-regulate before a blow up occurs. Attachment: Making Relationships Relationships, Relationships, Relationships Six Core Strengths for Healthy Child Development Self Regulation: Containing Impulses Building in that moment between impulse and action Affiliation: Being part of a group We are social beings. The need to feel included, connected, and valued. Attunement: Being aware of others To read and respond to the needs of others. Tolerance: Accept Differences To understand and accept how others are different Respect: Finding Value in Differences Appreciating the worth in yourself and in others All rights reserved 2002 Bruce D. Perry
Experiencing the NME Participants agreed that, when teachers, educational assistants and students learned how to work with the NME fundamentals, the classroom proceeded more smoothly; teachers had an effective process to prevent disruptive behaviour; and disruptive behaviours decreased. Fundamentals: Brain breaks/regulation breaks/regulation tools NME metrics on children who struggle with behaviours in the class. (Brain Mapping) Journaling Heart rate monitoring Regulate>Relate>Reason Regulate>Request>Reward consistent, patterned responses to students proactive, watching for cues that a student is dysregulated or becoming dysregulated, and understanding a student s triggers Classroom Management Participants concluded that learning the NME and implementing the fundamentals had a positive impact on student behaviour. Specific comments/feedback: I have gained a huge tool in discipline, looking at behaviour rather than seeking a consequence. Classroom felt calmer since implementing the NME. My classroom this year has some tricky students with a lot of behaviours. At the beginning of the year, these behaviours were disruptive to the classroom environment and I worried about how she was going to manage. However, since implementing the NME, my classroom has been quite calm and I have not had classroom management issues. The NME works for all kids, not just those who have experienced trauma.
Anytime a student was sent to the office for behaviour - Chose 7 "High Flyers" Student A - Grade 5 - Code 42 - ADHD, Depression, Anxiety, Attachment Disorder Student B - Grade 5 - not coded - no diagnoses - struggles with regulation - aggression Student C - Grade 6 - came mid October - code 42 - FASD, Conduct Disorder, ODD Student D - Grade 6 - Code - 44 - ADHD. Depression with features of anxiety Student E - Grade 5 - not coded - no diagnoses - over reactor - aggression - anger Student F - Grade 6 - Struggles with transitions, anxiety, disassociate, flees Student G - Grade 3 - code 42 - ADHD. FASD. ODD. Severe brain injury. Disruptive Behaviour Disorder. Child Trauma. Borderline Cognitive Functioning. Changed classroom setting and programing in January. Student A, B and E are all in the same classroom. Teacher was on medical leave November and December. Looking at relationships - the importance there. Also, the substitute had no background in the NME. Is this why we saw the increase in behaviour Student C came later in the year that is why behaviours are lower for September and October as they were not an MPS student Connect before you correct.
wayne.rufiange@sturgeon.ab.ca shawna.walter@sturgeon.ab.ca