This final module will describe how to look at adverse childhood experiences through a ‘trauma informed lens’ while understanding a range of trauma informed approaches to school wide support and individual approaches. Finally, it will explore trauma-aware behaviour management strategies and building resilience as a strong supporting strategy.
Trauma Informed Care
Now let’s take a look at trauma-informed care. Select the left and right arrows underneath the image to advance through key areas of information contained on each the slides:
Trauma Informed Approaches
The image below contains a side-by-side list of the do’s and don’ts of trauma-informed approaches. Select each of the tick (√) icons on the left to learn about the “do’s” and select the (x) icons to the right to learn about the “dont’s”:
Building resilience can help to mitigate the impact of ACES. Promoting a sense of resilience within a whole school culture can mitigate the impact of vulnerability as a result of exposure to ACEs. The diagram lists the key building blocks around resilience and what these might look like as character traits. As a whole school, how might you work towards building these skills with all your pupils, not just your pupils exposed to ACEs?
Activities that incorporate the skills, attributes and outlooks listed below will also build resilience in your pupils on a whole school, whole curriculum level.
Trauma Aware Behaviour Management Strategies
Dan Hughes PACE model is a tried, tested and trusted trauma aware approach to behaviour management in schools. Further information can be found here. When adopting a PACE approach, the sequence outlined on this slide should be followed and worked through with pupils, working through each stage before progressing onto the next.
Now let’s take a look at management strategies for trauma aware behaviour. Select the left and right arrows underneath the image to advance through key areas of information contained on each the slides:
Transitions & Changes: Trauma Aware Approaches
For the pupil exposed to ACES, transitions can often be a challenge. These strategies may be helpful to consider when exploring transitions around school. The image below contains trauma-aware approaches pertaining to transitions & changes. Select each of the plus icons (+) to learn of each approach:
REMEMBER: a trauma informed lens asks not what is wrong with the child, but rather what has happened.
SAFE FACE – SAFE BASE
Consider the trauma informed approach and building resilience as a key skill in all pupils. Take a moment to reflect and write a few applicable answers to the following questions as they apply to your school environment:
- Can you list 5 ways in which you as a school, can adopt a trauma informed approach to whole school policy, practice and procedure?
- Can you also list 5 ways in which your curriculum promotes resilience as a key skill in all pupils?
Final Knowledge Test
The final knowledge test to follow contains a number of questions to provide you with an opportunity to solidify and retain the information from this course.
• To access the final test, click the Adverse Childhood Experiences Final Test tab underneath the “Module Content” tab below.
• Thereafter, on the next page – click the “Start Test” button to begin.
• After answering each question proceed through the remaining questions by selecting the “next” button at the bottom right of each set of answers: