The Heart of Learning and Teaching: Compassion, Resiliency, and Academic Success

246 Pages·2011·12.26 MB·English

The Heart of
Learning and Teaching:
Compassion, Resiliency, and Academic Success
NDE N T OF PUBLIC I
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Written by:
Ray Wolpow, Ph.D.
Mona M. Johnson, M.A., CPP, CDP
Second Printing
Ron Hertel, B.S.
Susan O. Kincaid, Ph.D. January 2011
For information please contact:
Ron Hertel Ray Wolpow
Office of Superintendent of Public Instruction Woodring College of Education
Old Capitol Building Western Washington University
600 Washington St. S. 516 High Street, Miller Hall 401B
Olympia, WA 98504-7200 Bellingham, Washington 98225-9089
[phone] [phone]
[email protected] [email protected]
Mona M. Johnson Susan Kincaid
School Behavioral Health Human Services and Rehabilitation
US Army Medical Command Office of Child, Woodring College of Education
Adolescent & Family Behavioral Health Western Washington University
Madigan Army Medical Center, Bldg 9913A, 516 High Street, Miller Hall 317E
MAMC Annex, Ramp 2 Bellingham, Washington 98229
Tacoma, WA 98341-1100 360-650-3531
[phone] [email protected]
[email protected]
Copyright © 2009 by Washington State Office of Superintendent of Public Instruction (OSPI) Compassionate Schools.
All rights reserved. No part of this book may be reproduced without permission of OSPI.
All photographs are for illustration purposes only and do not represent real life situations.
Cover Art: Dale Gottieb
Publication Layout: Brigid Slinger and Linda Bull
Final Copy Edit: Niquette Kelcher
Funding for this document was made possible in part by the Mental Health Transformation State Incentive Grant Award
No. 6 U79 SM57648 from the Substance Abuse and Mental Health Services Administration (SAMHSA) to the State of
Washington. The views expressed in this document do not necessarily reflect the official policies of the U.S. Department
of Health and Human Services or agencies of the State of Washington, nor does mention of trade names, commercial
practices, or organizations imply endorsement by the U.S. Government.
Copies may be downloaded from http://www.k12.wa.us/CompassionateSchools/Resources.aspx
Dedication
This book is dedicated to our students, colleagues, and their families:
those whose lives are affected by trauma, and those who are working to make a
difference.

To those children and adolescents struggling with the pain and isolation of
traumatic events, this book was written with your stories close to our hearts. We
care and are committed to making school a more supportive place for you.

To those educational professionals and community members who seek to
foster resiliency and academic success, this book is intended to recognize your
inspirational work. Your compassion and pervasive caring reaches beyond the
walls of your classrooms.
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Table of Contents
Foreword by Superintendent Randy Dorn ........................................................xi
Preface................................................................................................................xiii
Introduction .........................................................................................................xv
Chapter 1: Trauma, Compassion, and Resiliency:
Background and Definitions
The Language of This Chapter ...........................................................................2
Introduction
Trauma and Academics: Playing Chess in a Hurricane .................................3
Just How Pervasive Is the Problem? ...............................................................4
ACEs and School Performance .......................................................................5
The Nature of Trauma
Symptoms of Trauma: When the Solution Becomes The Problem .................8
Trauma and the Brain: The Neurobiology of Trauma ......................................9
How Trauma Affects Learning .......................................................................12
Meeting the Challenge: Background Knowledge for Finding Solutions
The Nature of Resiliency .................................................................................14
The Nature of Compassion .............................................................................17
A Working Definition of Compassionate Schools ............................................18
An Ecological View of Trauma and Resiliency ................................................19
Healing from Trauma in Other Cultures ..........................................................21
Trauma and Gender ........................................................................................27
Compassion Requires That We Be Responsive and Relevant .......................28
How Trauma Affects Those Who Care: Vicarious (Secondary) Trauma ......29
Summary ............................................................................................................30
Chapter 2: Self-Care: An Ethical Obligation for Those
Who Care
The Language of This Chapter .........................................................................38
The Cost of Caring
Secondary (Vicarious) Trauma, Compassion Fatigue, and Burnout .............39
The Ripple Effect ...........................................................................................40
Possible Negative Consequences of Vicarious Trauma ................................41
The Personal Impact of Vicarious Trauma ....................................................42
v
Chapter 2 (cont.)
The Professional Impact of Vicarious Trauma ...............................................43
One Other Sign of Compassion Fatigue: The Silencing Response ...............44
Can’t Teach What You Don’t Know. Can’t Lead Where You Won’t Go ..........45
Prevention and Self-Care
How Are You Doing? The Professional Quality of Life Scale (ProQOL R-IV) 46
Check Your Batteries: A Self-Care Checklist With Suggestions ....................48
Building a Self-Care Action Plan ......................................................................58
An Ethical Obligation for Those Who Care .....................................................60
Summary ............................................................................................................61
Chapter 3: Instructional Principles, Curricular Domains
and Specific Strategies for Compassionate Classrooms
The Language of This Chapter ............................................................................. 67
Introduction ............................................................................................................ 68
Compassionate Instruction and Discipline in the Classroom
Principle One: Always Empower, Never Disempower ...................................... 72
Principle Two: Provide Unconditional Positive Regard ..................................... 72
Principle Three: Maintain High Expectations .................................................... 73
Principle Four: Check Assumptions, Observe and Question ............................ 74
Principle Five: Be a Relationship Coach .......................................................... 75
Principle Six: Provide Guided Opportunities for Helpful Participation ............... 76
A Compassionate Curriculum
A Suggested Framework: Research-based and Modeled on
Current Best Practice ........................................................................................ 79
Domain One: Safety, Connection and Assurance
Domain Defined ................................................................................................. 81
Goals for Instruction .......................................................................................... 82
Recognizing the Need ....................................................................................... 82
Applying the Six Principles ................................................................................ 83
Content and Strategies
Safety First ...............................................................................................84
Monday Mornings, Daily Schedules and Class Meetings ........................84
Identifying and Dealing With Triggers .......................................................86
Transitions and Safety Plans ....................................................................88
Minimizing Triggers When Setting Limits .................................................89
Calm Zones ..............................................................................................89
Removing Triggers in the Secondary Classroom .....................................90
Testing as a Safety Issue .........................................................................91
Fancy Fridays, Photo Scrapbooks ...........................................................92
vi
Domain Two: Emotional and Behavioral Self-Regulation
Domain Defined .............................................................................................93
Goals for Instruction ......................................................................................94
Recognizing the Need ...................................................................................94
Applying the Six Principles ............................................................................95
Content and Strategies ..................................................................................96
The Vocabulary of Feelings ..................................................................96
Practice in Using the Vocabulary of Feelings .......................................96
Categories of Affect ..............................................................................97
Using Analogies to Describe Emotions and Triggers ...........................99
Teaching Affect Modulation...................................................................99
Calming the Body and Mind with PMR and Yoga ...............................100
Calming the Body and Mind: Games for Young Children ...................102
Empathy/Listening Skills ....................................................................102
Listening With Empathy: an Exercise .................................................103

Domain Three: Competencies (of Personal Agency, Social Skills, and Academic
Skills)
Domain Defined ...........................................................................................108
Goals for Instruction ....................................................................................109
Recognizing the Need .................................................................................109
Applying the Six Principles .........................................................................109
Content and Strategies ...............................................................................110
Assertiveness Skills ..........................................................................110
Giraffe Talk: Non-Violent Communication .........................................113
DEAR MAN: Interpersonal Effectiveness .........................................116
Fair Fighting......................................................................................117
Poetry (Cinquains, Biopoems and Diamante Poems) ......................117
Journal Writing (Personal, Worry Lock-Box, Dialogue and Double
Entry) ................................................................................................121
Risky Writing .....................................................................................123
RAFT: Role, Audience, Form and Topic. ...........................................124
Alphabet Books ................................................................................125
Additional Curricular Resources
Sheltered Instruction Observation Protocol .................................................126
Dealing with the Stress of Military Deployment ...........................................126
Summary ...................................................................................................................................129
vii
Chapter 4: Building Compassionate School-Community
Partnerships That Work
The Language of This Chapter .......................................................................134
Schools In Partnership ...................................................................................135
Connecting Education and Community-Based Resources
Mental Wellness Coordination ....................................................................137
Diversity and Strengths-Based Problem Solving .........................................139
Mental Health Terminology .............................................................................140
School-Community Partnerships That Work ................................................145
Readiness to Learn ....................................................................................147
Dropout Prevention/Reduction Program ......................................................152
Even Start ....................................................................................................153
Before and After School Programs ..............................................................155
Prevention and Intervention Services Program ...........................................156
School Safety Center ..................................................................................158
Coordinated School Health ..........................................................................159
Homeless Education ....................................................................................161
Institutional Education .................................................................................162
School Health Services and School Nurses ................................................163
Compassionate Schools Initiative ................................................................164
Forming a School-Community Partnership
Strength-Based Problem Solving and Asset Maps .......................................168
The Case for Needs Assessment..................................................................170
Strategic Planning .........................................................................................170
Defining School and Community Roles ........................................................171
Managing the Growth of Community Partnerships .......................................172
Quick Strategies for Building Collaborations .................................................173
Summary ..........................................................................................................174
Table of Contents
viii