Let's talk about trauma-informed approach as an effective solution to challenging behaviour of children
25 April 2024
→ Trauma is a reaction to a negative experience (e.g., violence, neglecting, divorcing parents, bullying, social isolation during a pandemic); a child who develops trauma can be in any classroom
→ Trauma in children can manifest itself in distractibility, apathy and demotivation or, on the contrary, hyperactivity and aggression
→ SOFA offers training courses focused on effective approaches to dealing with challenging behaviours as a result of trauma
Prague, 23rd April 2024 – Do you have a child around you who is apathetic, withdrawn or hyperactive with a tendency to aggression? This may be a child who has developed trauma as a result of a negative experience. The child's challenging behaviour affects the school and classroom climate, the relationship between students and the teacher, and the overall educational performance of the students and the level of well-being perceived by the teacher.
SOFA offers trainings in a trauma-informed approach (e-Lektra, PorT and STRONG), the implementation of which is helping to strengthen children's resilience and effectively prevent challenging behaviour.
With financial support from the European Commission, SOFA has been developing course and methodological materials aimed at introducing a trauma-informed approach for education and social workers. It has also trained a network of more than 60 trainers who have further trained almost 2 000 teachers and social workers. The international project dedicated to introducing a trauma-informed approach is called PorT: Understanding Trauma. "Our goal is for children with traumatic experiences to receive support in schools and other institutions to help reduce the effects of trauma so that they can reach their full potential and live a happy life," says SOFA Chairwoman Lenka Felcmanová.
SOFA's activities and mission are also supported by the World Health Organization (WHO): "Caring for the mental health and psychosocial well-being of our youth is paramount, as childhood and adolescence are pivotal stages shaping their future. The WHO Country Office Czechia is proud to stand alongside our partners in the Mental Health and Psychosocial Support (MHPSS) field, recognizing the critical importance of nurturing safe and supportive environments for our young ones. Early-life adversities, whether encountered at home, school, in communities, or online, can significantly impact mental wellness. That's why initiatives like SOFA's, which focus on fostering secure learning environments, bolstering the resilience of educators, and enhancing their ability to support students, are invaluable. Together, we strive to cultivate a society where every child and adolescent can thrive, mentally and emotionally," said Zsofia Pusztai, WHO Representative for the Czech Republic.
Available studies show that the prevalence of negative childhood experiences is high in the Czech Republic. The most frequently cited factors are separation of parents or divorce, witnessed domestic violence, parental psychological or physical abuse, or parental alcoholism. Bullying is also a very common potentially traumatic experience, and many children have also been affected by social isolation during the pandemic. Children with trauma are more likely to have mental and physical health problems, experience addictions, and have poorer educational and future career outcomes. Negative childhood experiences are associated with exposure to 'toxic stress'. Excessive, unpredictable stress can disrupt the development and functioning of the child's brain and, as a result, negatively affect the child's cognitive abilities, emotional experience, social functioning and behaviour. In order to help children effectively, it is important to know the ways which the body may respond to stress, to understand the child's behaviour and to support the child's self-regulation appropriately.
Why is that?
If children are not given appropriate support, toxic stress will alter their stress response. In other words, their stress response becomes more sensitive. Even a minor stressor that others barely notice will set them off and they will react by challenging behavior. Their stress response escalates more quickly, one minute they are calmly writing in a notebook and the next minute they are seen cursing a classmate or rolling a desk. These children find it very difficult to regulate their behaviour without the support of those around them, and they also need much more time to calm down than is usual for children their age.
It is therefore important that those who work with children understand what is happening and why it is happening. And they also know how to regulate the child's stress response effectively.
When trauma develops...
Trauma can be described as the result of an event or circumstance that the child perceives as physically or emotionally harmful and sometimes even life-threatening. These negative experiences have an adverse impact on the child's development and overall functioning.
It is likely that in every classroom there is one or more children who have had or are having a traumatic experience. The role of the teacher is not to provide the psychotherapy, but to take a preventive approach that will strengthen the child's resilience and stress regulation, and not to worsen his or her difficulties. In moreover, a trauma-informed approach benefits all children by helping them to improve their focus on learning and inclusion in the group. It is not something that a teacher should only apply to some pupils, this approach improves the wellbeing and educational outcomes of all children.
A supportive attitude is important
The effects of toxic stress on brain functioning can be changed. We can help children to recover from trauma, especially with an appropriate approach, as psychologist Kristýna Šeniglová confirms:
„From my experience, I can recommend that we also focus our attention on providing appropriate regulatory support to build children's resilience and their ability to manage healthy amounts of stress. This can be achieved by, for example, practicing social and emotional skills with the children, establishing structure and predictability to ensure a safe environment, or offering a sensorimotor aid or regulatory activity (brain break). By doing this we can help to improve stress management and enhance the recovery of children with difficult experiences."
Stress management, or self-regulation, is learned during childhood through the loving care of parents or other caregivers. Children who have not experienced regulatory support in their families may have difficulty managing stress and avoiding impulsive behaviour.
„Providing regulatory support is an essential task for adults supporting children with developmental trauma," adds Šeniglová.
It is also important to maintain an overall supportive school environment that meets essential human needs. In the physiological context, it is mainly the need for exercise, which is often hindered by long periods of sitting on benches.
Meeting the need for safety is also crucial, which can be supported, for example, by having a clear structure and rules in place.
Children also need to feel accepted by teachers and peers and to experience recognition and appreciation. This enables them to learn to their full potential and develop the inner motivation to learn.
A trauma-informed approach can be learned
PorT and STRONG training
The SOFA Academy offers a range of practical training for teachers and social workers. The Understanding Trauma project has developed a 16-hour course that focuses on applying the principles of a trauma-informed approach to practice and provides participants with effective practices in dealing with challenging behaviors in children with traumatic experiences. It also addresses the prevention of challenging situations in school or social service settings.
SOFA also offers practices to support children and adolescents affected by war and forced displacement. It offers a programme called STRONG for this target group. This programme helps these children and young people to improve their mental health and sense of security, while supporting the processing of traumatic experiences and adaptation in a new environment. Training in the program is made possible through a 16-hour course, where participants also receive all the methodological materials to implement the program.
E-learning "How to support children and young people with traumatic experiences"
SOFA also offers a complete e-learning course introducing the basics of a trauma-informed approach called e-Lektra, which is designed primarily for educators and other professions working with children and young people. The course provides information on the manifestation of trauma and its possible effects on children and offers concrete techniques to help traumatised children.
How to sign up for a free course
The e-learning called "How to support children and young people with traumatic experiences" is available free to all interested on our website. To join, simply complete and submit the registration form.
If you have any further questions, please contact:
Mgr. Martina Špittová
PR Specialist
tel. + 420 730 862 526
SOFA
We are a non-profit organization called SOFA.
For more than a decade, we have worked consistently and passionately to make changes that have resulted in more and more schools where all children experience acceptance and success. No matter the starting conditions, they are given the chance to become confident adults who know their worth and place in society.