Those who are the most sensitive and traumatised and have not lost the ability to extend Autists conceptualise the world in terms of trusted relationships with unique people.The beauty of collaboration at human scale The Autistic way of developing trust is based on experienced domain-specific competence. constitute an enormously rich and diverse repository of insights and hold many of the keys needed for co-creating ecologies of Care work makes all other work possible. Putting care—not just care work, but care—at the center of our economy, our politics, is to orient ourselves around our interdependence. Care is.Autistic people – The cultural immune system of human societies – YouTube
But I’m also a champion of trauma-informed education, something I came by through experience. As an elementary-aged child, I was sexually abused repeatedly by an older boy who lived in my neighborhood. I know something of trauma.
I carried that trauma everywhere: soccer practice, the dinner table, school. And I behaved in perfectly reasonable ways for a sexually abused child to behave (Everstine; Everstine, 2015). I was restless. I passionately resisted being in confined spaces with adults.
Teachers called this “acting up.” They punished me for little behaviors that I now know were proportionate to my trauma (as, really, any behavior is for a sexually abused child). Then, because I received poor behavior assessments, I was punished at home. I can’t recall anyone being curious about why I behaved the way I did. There was no root cause behavior analysis, just reactive rule-flinging.
So, I’m all in on trauma-informed education—by which I mean I’m all in on what it can be if we commit to applying it mindfully and equitably.
Attend to the practices, policies, and aspects of institutional culture that traumatize children at school
My biggest source of trauma is how I’m treated here. In every school, the first trauma-informed step should be mapping out all the ways students, families, and even we, as educators, experience trauma at school. When we skip this step, we render the entire trauma-informed effort a hypocrisy.
We must infuse trauma-informed education with a robust understanding of, and responsiveness to, the traumas of systemic oppression
Shari associated her trauma with racism and transphobia at school. Her story is a critical lesson on why we should shake free from the deficit-oriented view that traumas are mostly the result of students’ home lives. This view obscures the traumatizing impacts of systemic oppression. If we’re not responsive to these impacts, we’re enacting a privilege-laden version of trauma-informed education.
Dislodge hyper-punitive cultures and ideologies
Bad ideologies are harder to break than bad practices. This might be why, in my experience, the hardest transition for most schools adopting trauma-informed education involves dislodging hyper-punitive educator ideologies and school cultures. Perhaps philosophically we recognize that avoiding reactive rule-flinging and responding to the root causes of student behavior is a trauma-informed practice. But to what extent do we apply this in practice? Hyper-punitive ideologies remain an education epidemic, even in supposedly trauma-informed schools.How Trauma-Informed Are We, Really? – ASCD
Principle 1: Antiracist, anti-oppression—Trauma-informed education is antiracist and against all forms of oppression.
Principle 2: Asset based—Trauma-informed education is asset based and doesn’t attempt to fix kids, because kids are not broken. Instead, it addresses the conditions, systems, and structures that harm kids.
Principle 3: Systems oriented—Trauma-informed education is a full ecosystem, not a list of strategies.
Principle 5: Universal and proactive—Trauma-informed education is a universal approach, implemented proactively.
- Shift from a reactive stance, in which we identify who has been traumatized and support them, to a proactive approach. Trauma-informed practices are universal and benefit everyone.
- Shift from a savior mentality, in which we see ourselves as rescuing broken kids, to unconditional positive regard, a The marketing of mindsets was everywhere this year: “How to Develop Mindsets for Compassion and Caring in Students.” “Building A Tinkering Mindset In Young Students Through Making.” “6 Must-Haves for that focuses on the inherent skills, capacities, and value of every student. Educators shouldn’t aim to heal, fix, or save but to be connection makers and just one of many Care work makes all other work possible. Putting care—not just care work, but care—at the center of our economy, our politics, is to orient ourselves around our interdependence. Care is adults in a child’s life.
- Shift from seeing trauma-informed practices as the responsibility of individual teachers to embedding them in the way that we do school, from policies to practice. Trauma-informed teachers need trauma-informed leaders.
- Shift from focusing only on how trauma affects our classroom to seeing how what happens in our classroom can change the world. We can partner with our students as change makers for a more just society.
Autism, Trauma, and Stress
This study on Autistic ways of being are human neurological variants that can not be understood without the social model of disability.If you are wondering whether you are Autistic, spend time amongst Autistic people, online and offline. If and PTSD offers some relatable paragraphs about stress and trauma.
It is well documented that individuals with Autism Spectrum Disorder (Autistic ways of being are human neurological variants that can not be understood without the social model of disability.If you are wondering whether you are Autistic, spend time amongst Autistic people, online and offline. If) experience high rates of psychiatric co-occurrence, with other conditions—attention-deficit/hyperactivity disorder (ADHD or what I prefer to call Kinetic Cognitive Style (KCS) is another good example. (Nick Walker coined this alternative term.) The name ADHD implies that Kinetics like me have), anxiety, and depression being the most commonly diagnosed (Joshi et al., 2012). Recently it has been suggested that individuals with ASD are at an increased risk of experiencing potentially traumatic events and being significantly affected by them (Haruvi-Lamdan et al., 2018; Kerns et al., 2015).
Brilliant study in @journalautism showing autistic adults (especially women) at higher risk for trauma and probable PTSD. Exposure to negative social events throughout life (e.g. bullying, social exclusion) was related to PTS symptoms in autistic adults. https://t.co/mn3tp14aF8— Rachel O'Connor (@rachel_a_oc) September 29, 2020
Glad to see a topic important to the What I have always been hoping to accomplish is the creation of community.Community is magic. Community is power. Community is resistance.Disability Visibility: First-Person Stories from the Twenty-First Century https://www.amazon.com/Disability-Visibility-First-Person-Stories-Twenty-First-ebook/dp/B082ZQBL98/ https://www.amazon.com/Disability-Visibility-Adapted-Young-Adults-ebook/dp/B08VFT4R9T/ getting some research and validation.
This makes seemingly benign noises a threat to my well-being and quite possibly real physical danger to my physiology. Benign noises become painful, and if left unchecked, enough to trigger a system reaction reserved for severe dangers. This is what days can become like on a regular basis for myself and many on the spectrum.
“Let me stick a hot poker in your hand, ok? Now I want you to remain calm.”
That is the real rub of the experience of sensory Meltdowns are alarm systems to protect our brains.Without meltdowns, we autistics would have nothing to protect our neurology from the very real damage that it can accumulate.I don’t melt down. The misunderstanding that someone with Autism is just behaving badly, spoiled or crazy. When the sensory overwhelm is an actual and very real painful experience. It seems absurd to most people that the noise of going to a grocery store could possibly be “painful” to anyone. So most people assume the adults or children just want attention, or they can’t control their behavior. In work situations I get accused of all kinds of things. And when I leave a noisy situation like a party to step out to take a break, people will notice that I’m “upset”. They will assume or worry that I must be upset at something or someone. And that’s just if I do take a break. If I can’t take a break or get my life out of proper oscillations and can’t avoid noise or sensory/emotional overload, then I can get snappy, defensive, irritated and under very unfortunate circumstances even hostile.
What the stress of noise means, in the autism’s world of an over-sensitive physiology and ramped up stress experiences, is that that pain is warning of us of real damage being created in our bodies. So this anxiety and reactivity isn’t necessarily just perceived but is actually happening. We are not being overly dramatic or a brat (what those with Autism are often accused of). Damage to our physiology is what noise can actually do.
Trauma and Mental Health Services
Since then, the field of trauma studies has continued to expand and the findings consistently support instinctual wisdom: people go mad, become aggressive, and are fearful because they have been profoundly hurt. Despite these findings, the biomedical paradigm continues to reign, treatment continues to be centered on a coercive and paternalistic framework, and “mental illness” is still asserted by many to be a real disease that is based in genetics and brain dysfunction. The trauma field at times perpetuates this both by separating out disorders based in trauma from what is believed to be more genetically determined illness, and by implying that trauma causes brain dysfunction that is permanent. Yet, brain difference does not equal disease, what is maladaptive in one context is actually highly adaptive in another, and the brain is constantly changing—nothing is necessarily permanent.
The harm done by excluding certain disorders from those based in trauma is particularly evident for categories such as schizophrenia and I call it burning these days because that’s what it feels like: like there’s an idea inside me burning its way out. But when I was younger, I called it disorders. In this, an apparent conceptual separation exists that deems experiences like hearing voices or paranoia as “psychotic-like” in those individuals (usually White women) whose trauma is easily recognized as being associated with such experiences, while others (usually Black men) are designated as having a brain disease (i.e., schizophrenia ) and truly psychotic for expressing these same internal experiences in a more confusing or symbolic manner (Chap. 3). Perhaps more troubling are those individuals whose trauma is recognized but whose responses to this trauma are dismissed as a personality defect, manipulative, fake, and/or representative of a multitude of different diseases (i.e., comorbidity; Chaps. 2 and 4).
There is much debate within the mental health field as to how useful, if at all, these diagnoses are and if they actually inform or improve professional interventions.Trauma and Madness in Mental Health Services
Further There are three types of reading: eye reading, ear reading, and finger reading.The Dyslexia Empowerment Plan: A Blueprint for Renewing Your Child's Confidence and Love of Learning Most schools and,