01
Crisis
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Get to know the child and family better.
Get to know the child and family better.
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Build a friendly and safe relationship with parents/legal guardians.
Build a friendly and safe relationship with parents/legal guardians.
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Identify and secure basic needs: psychological, social, health-related/medical (especially when refugee, PTSD risk, etc.)
Identify and secure basic needs: psychological, social, health-related/medical (especially when refugee, PTSD risk, etc.)
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Provide all the important information regarding the school system, social system, etc.
Provide all the important information regarding the school system, social system, etc.
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Trauma
Pamięć [changes]
Memory [changes]
Uwaga [changes]
Attention [changes]
Zmiany w funkcjonowaniu
Changes in functioning
Wywiad pogłębiony
In-depth interview
Specjalistka/Specjalista w zakresie psychiatrii [external]
Psychiatrists [external]
Specjalistka/Specjalista w zakresie medycyny [external]
Doctors [external]
Orzeczenie
Decision
Opinie
Opinion
Revalidator
Revalidator
Avoiding judging behaviour without analysing the context
Avoiding judging behaviour without analysing the context
Access/contact with supporting individuals, e.g. psychologists
Access/contact with supporting individuals, e.g. psychologists
Working with an interdisciplinary team
Working with an interdisciplinary team
Relationships based on trust
Relationships based on trust
Time for rest
Time for rest
Sensory breaks
Sensory breaks
Ensuring flexibility [Others]
- Sensory breaks
- Time for rest
Ensuring flexibility [Others]
- Sensory breaks
- Time for rest
Safe and predictable environment [Others]
Safe and predictable environment [Others]
Rehabilitation specialist
Rehabilitation specialist
Psychologist [team]
Psychologist [team]
Tutor [team]
Tutor [team]
Pedagog(żka) [team]
Pedagogue [team]
Logoped(k)a
Speech therapist
Zespół wsparcia
- Logoped(k)a
- Pedagog(żka) [team]
- Tutor [team]
- Psychologist [team]
- Rehabilitation specialist
Support team
- Speech therapist
- Pedagogue [team]
- Tutor [team]
- Psychologist [team]
- Rehabilitation specialist
Individual Educational and Therapeutic Plan (IEP) [support]
- Zespół wsparcia
Individual Educational and Therapeutic Plan (IEP) [support]
- Support team
Supporting activities
- Individual Educational and Therapeutic Plan (IEP) [support]
Supporting activities
- Individual Educational and Therapeutic Plan (IEP) [support]
Individual Educational and Therapeutic Plan (IEP)
Individual Educational and Therapeutic Plan (IEP)
Organizational [#4]
Organizational [#4]
Emotional [#4]
Emotional [#4]
Adjustment [#4]
- Emotional [#4]
- Organizational [#4]
- Individual Educational and Therapeutic Plan (IEP)
Adjustment [#4]
- Emotional [#4]
- Organizational [#4]
- Individual Educational and Therapeutic Plan (IEP)
Collaboration with and among specialists and with parents
Collaboration with and among specialists and with parents
Psychologists [#3]
Psychologists [#3]
Pedagogues [#3]
Pedagogues [#3]
Specialist doctors
Specialist doctors
Counselling centres
Counselling centres
Respect for boundaries, trust, empathy
Respect for boundaries, trust, empathy
Difficulties, challenges, needs
Difficulties, challenges, needs
Context of arriving in the country
Context of arriving in the country
Subtle, without details, unobtrusive, relaxed
Subtle, without details, unobtrusive, relaxed
With the student, with the parents
- Subtle, without details, unobtrusive, relaxed
- Context of arriving in the country
- Difficulties, challenges, needs
- Respect for boundaries, trust, empathy
With the student, with the parents
- Subtle, without details, unobtrusive, relaxed
- Context of arriving in the country
- Difficulties, challenges, needs
- Respect for boundaries, trust, empathy
Home [Monitoring]
Home [Monitoring]
After-school club
After-school club
Class [monitoring]
Class [monitoring]
Monitoring in various spaces
- Class [monitoring]
- After-school club
- Home [Monitoring]
Monitoring in various spaces
- Class [monitoring]
- After-school club
- Home [Monitoring]
Worrying changes in behaviour at school
- Monitoring in various spaces
Worrying changes in behaviour at school
- Monitoring in various spaces
Others
- Safe and predictable environment [Others]
- Ensuring flexibility [Others]
- Relationships based on trust
- Working with an interdisciplinary team
- Access/contact with supporting individuals, e.g. psychologists
- Avoiding judging behaviour without analysing the context
Others
- Safe and predictable environment [Others]
- Ensuring flexibility [Others]
- Relationships based on trust
- Working with an interdisciplinary team
- Access/contact with supporting individuals, e.g. psychologists
- Avoiding judging behaviour without analysing the context
#4 Documentation and support plan
- Adjustment [#4]
- Supporting activities
#4 Documentation and support plan
- Adjustment [#4]
- Supporting activities
#3 Specialist consultation
- Counselling centres
- Specialist doctors
- Pedagogues [#3]
- Psychologists [#3]
- Collaboration with and among specialists and with parents
#3 Specialist consultation
- Counselling centres
- Specialist doctors
- Pedagogues [#3]
- Psychologists [#3]
- Collaboration with and among specialists and with parents
#2 Conversation
- With the student, with the parents
#2 Conversation
- With the student, with the parents
#1 Observation
- Worrying changes in behaviour at school
#1 Observation
- Worrying changes in behaviour at school
Hyperactivity
Hyperactivity
Fear [Emo/psych]
Fear [Emo/psych]
Guilt, shame
Guilt, shame
Low self-esteem [Emo/psych]
Low self-esteem [Emo/psych]
Withdrawal [emo/psych]
Withdrawal [emo/psych]
Alertness
Alertness
Emotional lability
Emotional lability
Tension
Tension
Anxiety [Emo/psych]
Anxiety [Emo/psych]
Impulsivity
Impulsivity
Irritability
Irritability
Outbursts of anger
Outbursts of anger
Isolation, withdrawal
Isolation, withdrawal
Avoidance of peer contact
Avoidance of peer contact
Regression (e.g., bed-wetting)
Regression (e.g., bed-wetting)
Problems with concentration and learning
Problems with concentration and learning
Self-harm [Symptoms]
Self-harm [Symptoms]
Aggression [Symptoms]
Aggression [Symptoms]
Chronic fatigue
Chronic fatigue
Headaches without medical causes
Headaches without medical causes
Excessive sleepiness
Excessive sleepiness
Stomach pains
Stomach pains
Insomnia
Insomnia
Emotional/psychological [Symptoms]
- Outbursts of anger
- Irritability
- Impulsivity
- Anxiety [Emo/psych]
- Tension
- Emotional lability
- Alertness
- Withdrawal [emo/psych]
- Low self-esteem [Emo/psych]
- Guilt, shame
- Fear [Emo/psych]
- Hyperactivity
Emotional/psychological [Symptoms]
- Outbursts of anger
- Irritability
- Impulsivity
- Anxiety [Emo/psych]
- Tension
- Emotional lability
- Alertness
- Withdrawal [emo/psych]
- Low self-esteem [Emo/psych]
- Guilt, shame
- Fear [Emo/psych]
- Hyperactivity
Behavioural [Symptoms]
- Aggression [Symptoms]
- Self-harm [Symptoms]
- Problems with concentration and learning
- Regression (e.g., bed-wetting)
- Avoidance of peer contact
- Isolation, withdrawal
Behavioural [Symptoms]
- Aggression [Symptoms]
- Self-harm [Symptoms]
- Problems with concentration and learning
- Regression (e.g., bed-wetting)
- Avoidance of peer contact
- Isolation, withdrawal
Somatic [Symptoms]
- Insomnia
- Stomach pains
- Excessive sleepiness
- Headaches without medical causes
- Chronic fatigue
Somatic [Symptoms]
- Insomnia
- Stomach pains
- Excessive sleepiness
- Headaches without medical causes
- Chronic fatigue
Support groups
Support groups
Workshops on stress management, emotions, control
Workshops on stress management, emotions, control
Collaboration with school psychologists
Collaboration with school psychologists
Relaxation corners, art therapy, etc.
Relaxation corners, art therapy, etc.
Educating staff about trauma, response skills
Educating staff about trauma, response skills
Other approaches (e.g. art therapy, play therapy, mental resilience)
Other approaches (e.g. art therapy, play therapy, mental resilience)
Rehabilitation programmes
Rehabilitation programmes
Observing changes in behaviour, interpersonal relationships
Observing changes in behaviour, interpersonal relationships
Empathy, respect for boundaries, patience, clear predictable rules
Empathy, respect for boundaries, patience, clear predictable rules
Other [Methods]
Other [Methods]
IMDR [Methods]
IMDR [Methods]
TF-CBT [Methods]
TF-CBT [Methods]
Psychotherapy [Methods]
Psychotherapy [Methods]
Family therapy [Methods]
Family therapy [Methods]
Pharmacology [Methods]
Pharmacology [Methods]
Existing treatment methods
- Pharmacology [Methods]
- Family therapy [Methods]
- Psychotherapy [Methods]
- TF-CBT [Methods]
- IMDR [Methods]
- Other [Methods]
Existing treatment methods
- Pharmacology [Methods]
- Family therapy [Methods]
- Psychotherapy [Methods]
- TF-CBT [Methods]
- IMDR [Methods]
- Other [Methods]
Other [Pr.Theraphy]
Other [Pr.Theraphy]
Cognitive [Pr.Theraphy]
Cognitive [Pr.Theraphy]
Family
Family
Organizing supportive workshops
- Educating staff about trauma, response skills
- Relaxation corners, art therapy, etc.
- Collaboration with school psychologists
- Workshops on stress management, emotions, control
- Support groups
Organizing supportive workshops
- Educating staff about trauma, response skills
- Relaxation corners, art therapy, etc.
- Collaboration with school psychologists
- Workshops on stress management, emotions, control
- Support groups
Conducting interventions
- Rehabilitation programmes
- Other approaches (e.g. art therapy, play therapy, mental resilience)
Conducting interventions
- Rehabilitation programmes
- Other approaches (e.g. art therapy, play therapy, mental resilience)
Recognizing symptoms
- Observing changes in behaviour, interpersonal relationships
Recognizing symptoms
- Observing changes in behaviour, interpersonal relationships
Building a safe relationship
- Empathy, respect for boundaries, patience, clear predictable rules
Building a safe relationship
- Empathy, respect for boundaries, patience, clear predictable rules
Attention! We do not cure at school
- Existing treatment methods
Attention! We do not cure at school
- Existing treatment methods
Providing therapy
- Family
- Cognitive [Pr.Theraphy]
- Other [Pr.Theraphy]
Providing therapy
- Family
- Cognitive [Pr.Theraphy]
- Other [Pr.Theraphy]
Giving consent for actions
Giving consent for actions
Participation in school initiatives
- Giving consent for actions
Participation in school initiatives
- Giving consent for actions
Film therapy, fairy tale therapy, etc.
Film therapy, fairy tale therapy, etc.
Regular discussions about emotions
Regular discussions about emotions
Safe routine
Safe routine
Appreciating achievements and supporting in difficult times
Appreciating achievements and supporting in difficult times
Stress coping skills
Stress coping skills
Formal consent for actions
Formal consent for actions
Early recognition
Early recognition
Open communication
Open communication
Home support
- Safe routine
- Regular discussions about emotions
- Film therapy, fairy tale therapy, etc.
- Participation in school initiatives
Home support
- Safe routine
- Regular discussions about emotions
- Film therapy, fairy tale therapy, etc.
- Participation in school initiatives
Strengthening a child's mental resilience
- Stress coping skills
- Appreciating achievements and supporting in difficult times
Strengthening a child's mental resilience
- Stress coping skills
- Appreciating achievements and supporting in difficult times
Collaboration in organizing therapy
Collaboration in organizing therapy
In collaboration with specialists from various fields
- Collaboration in organizing therapy
- Strengthening a child's mental resilience
- Home support
- Open communication
- Early recognition
- Formal consent for actions
In collaboration with specialists from various fields
- Collaboration in organizing therapy
- Strengthening a child's mental resilience
- Home support
- Open communication
- Early recognition
- Formal consent for actions
Support methods [elements]
- Providing therapy
- Attention! We do not cure at school
- Building a safe relationship
- Recognizing symptoms
- Conducting interventions
- Organizing supportive workshops
Support methods [elements]
- Providing therapy
- Attention! We do not cure at school
- Building a safe relationship
- Recognizing symptoms
- Conducting interventions
- Organizing supportive workshops
Pedagogical-psychological support team [elements]
- Revalidator
- Opinie
- Orzeczenie
Pedagogical-psychological support team [elements]
- Revalidator
- Opinion
- Decision
External specialists [elements]
- Specjalistka/Specjalista w zakresie medycyny [external]
- Specjalistka/Specjalista w zakresie psychiatrii [external]
External specialists [elements]
- Doctors [external]
- Psychiatrists [external]
Pedagogue, psychologist [elements]
- Wywiad pogłębiony
Pedagogue, psychologist [elements]
- In-depth interview
Teaching staff [elements]
- Uwaga [changes]
- Pamięć [changes]
Teaching staff [elements]
- Attention [changes]
- Memory [changes]
Parents/guardians [elements]
- In collaboration with specialists from various fields
Parents/guardians [elements]
- In collaboration with specialists from various fields
Stages of recognition in school
- #1 Observation
- #2 Conversation
- #3 Specialist consultation
- #4 Documentation and support plan
- Others
Stages of recognition in school
- #1 Observation
- #2 Conversation
- #3 Specialist consultation
- #4 Documentation and support plan
- Others
Symptoms occurring at school that may suggest trauma
- Somatic [Symptoms]
- Behavioural [Symptoms]
- Emotional/psychological [Symptoms]
Symptoms occurring at school that may suggest trauma
- Somatic [Symptoms]
- Behavioural [Symptoms]
- Emotional/psychological [Symptoms]
Elements of recognizing possible symptoms of trauma and difficulties
- Parents/guardians [elements]
- Teaching staff [elements]
- Pedagogue, psychologist [elements]
- External specialists [elements]
- Pedagogical-psychological support team [elements]
- Support methods [elements]
Elements of recognizing possible symptoms of trauma and difficulties
- Parents/guardians [elements]
- Teaching staff [elements]
- Pedagogue, psychologist [elements]
- External specialists [elements]
- Pedagogical-psychological support team [elements]
- Support methods [elements]
Environmental, collective
Environmental, collective
Sexual, emotional
Sexual, emotional
Secondary
Secondary
Relational
Relational
Historical, intergenerational
Historical, intergenerational
Developmental
Developmental
Complex
Complex
Chronic, persistent
Chronic, persistent
Acute
Acute
Source - types of events
- Developmental
- Historical, intergenerational
- Relational
- Secondary
- Sexual, emotional
- Environmental, collective
Source - types of events
- Developmental
- Historical, intergenerational
- Relational
- Secondary
- Sexual, emotional
- Environmental, collective
Duration
- Acute
- Chronic, persistent
- Complex
Duration
- Acute
- Chronic, persistent
- Complex
Access to emotional and social support
Access to emotional and social support
Stabilne środowisko
Stable environment
Peer support
Peer support
Safe relationship with caregiver
Safe relationship with caregiver
Family situation
Family situation
Protective [Factors]
- Family situation
- Safe relationship with caregiver
- Peer support
- Stabilne środowisko
- Access to emotional and social support
Protective [Factors]
- Family situation
- Safe relationship with caregiver
- Peer support
- Stable environment
- Access to emotional and social support
Low resilience
Low resilience
Individual predispositions [Factors]
- Low resilience
Individual predispositions [Factors]
- Low resilience
Death [Factors]
Death [Factors]
Experience of a traumatic event [Factors]
Experience of a traumatic event [Factors]
Violence [Factors]
Violence [Factors]
Lack of support [Factors]
Lack of support [Factors]
Addiction [Factors]
Addiction [Factors]
Poverty [Factors]
Poverty [Factors]
Risks [Factors]
- Poverty [Factors]
- Addiction [Factors]
- Lack of support [Factors]
- Violence [Factors]
- Experience of a traumatic event [Factors]
- Death [Factors]
- Individual predispositions [Factors]
Risks [Factors]
- Poverty [Factors]
- Addiction [Factors]
- Lack of support [Factors]
- Violence [Factors]
- Experience of a traumatic event [Factors]
- Death [Factors]
- Individual predispositions [Factors]
Sudden change (e.g. environment)
Sudden change (e.g. environment)
Lack of control [causes]
Lack of control [causes]
Real (perceived) threat
Real (perceived) threat
Lack of support [causes]
Lack of support [causes]
Humiliation
Humiliation
Helplessness [causes]
Helplessness [causes]
Empathy [school]
Empathy [school]
Setting boundaries together, emotion regulation
Setting boundaries together, emotion regulation
Focus on emotions, caring for well-being [school]
Focus on emotions, caring for well-being [school]
Flexibility, individual approach [school]
Flexibility, individual approach [school]
Safe [School]
Safe [School]
Trauma Informed Approach (TIA)
- Safe [School]
- Flexibility, individual approach [school]
- Focus on emotions, caring for well-being [school]
- Setting boundaries together, emotion regulation
- Empathy [school]
Trauma Informed Approach (TIA)
- Safe [School]
- Flexibility, individual approach [school]
- Focus on emotions, caring for well-being [school]
- Setting boundaries together, emotion regulation
- Empathy [school]
Predictable, calm environment / clear rules and guidelines
Predictable, calm environment / clear rules and guidelines
Others [Abusive families]
Others [Abusive families]
Physical violence
Physical violence
Psychological violence
Psychological violence
Sexual violence
Sexual violence
Children from abusive families
- Sexual violence
- Psychological violence
- Physical violence
- Others [Abusive families]
Children from abusive families
- Sexual violence
- Psychological violence
- Physical violence
- Others [Abusive families]
Children with difficulties and/or lack of a sense of safety
Children with difficulties and/or lack of a sense of safety
Children with disorders (e.g., anxiety, PTSD)
Children with disorders (e.g., anxiety, PTSD)
Children in foster care systems
Children in foster care systems
Children with experiences of violence, neglect, loss, grief, migration
Children with experiences of violence, neglect, loss, grief, migration
Lower risk of professional burnout
Lower risk of professional burnout
Support for teachers
- Lower risk of professional burnout
Support for teachers
- Lower risk of professional burnout
Increasing equality, integration
Increasing equality, integration
Prevention of mental disorders
Prevention of mental disorders
Greater engagement of the child in learning
Greater engagement of the child in learning
Fewer aggressive behaviours, less withdrawal
Fewer aggressive behaviours, less withdrawal
Better emotional climate at school
Better emotional climate at school
Relaxation (e.g., breathing)
Relaxation (e.g., breathing)
Naming emotions
Naming emotions
Moderation
Moderation
Supports emotional regulation
- Moderation
- Naming emotions
- Relaxation (e.g., breathing)
Supports emotional regulation
- Moderation
- Naming emotions
- Relaxation (e.g., breathing)
Not judging behaviour as bad, but interpreting it as a signal of needs
Not judging behaviour as bad, but interpreting it as a signal of needs
Does not reject after difficult behaviour
Does not reject after difficult behaviour
Educating staff about trauma, collaboration, and empathetic communication (including with parents and children)
Educating staff about trauma, collaboration, and empathetic communication (including with parents and children)
Reduces the use of punishment, implementing understanding approaches, restorative practices, and mediation
Reduces the use of punishment, implementing understanding approaches, restorative practices, and mediation
Psycho-educational and socio-emotional programmes
Psycho-educational and socio-emotional programmes
Does not act alone
Does not act alone
Knows that behaviour is a message
Knows that behaviour is a message
Listens empathetically, does not judge
Listens empathetically, does not judge
Regulates oneself and their emotions before providing support to the child
Regulates oneself and their emotions before providing support to the child
Recognizes that trauma affects brain, emotional, and physical development
Recognizes that trauma affects brain, emotional, and physical development
Empathetic language
Empathetic language
Building and Maintaining a routine and peace
Building and Maintaining a routine and peace
Role of the teacher
- Building and Maintaining a routine and peace
Role of the teacher
- Building and Maintaining a routine and peace
Emotion Regulation Corner
Emotion Regulation Corner
No ring-bell during classess
No ring-bell during classess
Relaxation corner, room
Relaxation corner, room
Sensitive to needs and considering the risk of overstimulation
- Relaxation corner, room
- No ring-bell during classess
Sensitive to needs and considering the risk of overstimulation
- Relaxation corner, room
- No ring-bell during classess
Systematic, predictable, orderly
Systematic, predictable, orderly
Stimulating collaboration
Stimulating collaboration
Organization and planning
Organization and planning
Understanding not only what's wrong, but also what happened [Foundations]
Understanding not only what's wrong, but also what happened [Foundations]
Empathy [Foundations]
Empathy [Foundations]
Understanding [Foundations]
Understanding [Foundations]
Safety [Foundations]
Safety [Foundations]
Foundations
- Safety [Foundations]
- Understanding [Foundations]
- Empathy [Foundations]
- Understanding not only what's wrong, but also what happened [Foundations]
Foundations
- Safety [Foundations]
- Understanding [Foundations]
- Empathy [Foundations]
- Understanding not only what's wrong, but also what happened [Foundations]
Cognitive [Safety]
Cognitive [Safety]
Emotional [Safety]
Emotional [Safety]
Physical [Safety]
- Predictable, calm environment / clear rules and guidelines
Physical [Safety]
- Predictable, calm environment / clear rules and guidelines
Knowledge of what will happen and what is expected
Knowledge of what will happen and what is expected
Trustworthy
- Knowledge of what will happen and what is expected
Trustworthy
- Knowledge of what will happen and what is expected
Predictable, transparent
- Knowledge of what will happen and what is expected
Predictable, transparent
- Knowledge of what will happen and what is expected
Respect
Respect
Empathy
Empathy
Emotion regulation
Emotion regulation
Building relationships
- Emotion regulation
- Empathy
- Respect
Building relationships
- Emotion regulation
- Empathy
- Respect
The ability to express needs
The ability to express needs
The child's voice matters
The child's voice matters
Active participants in the educational process / agency / empowerment / autonomy
Active participants in the educational process / agency / empowerment / autonomy
The child has the right to choose
- Active participants in the educational process / agency / empowerment / autonomy
The child has the right to choose
- Active participants in the educational process / agency / empowerment / autonomy
Trauma is not visible
Trauma is not visible
Working together for the child's benefit, sharing knowledge
Working together for the child's benefit, sharing knowledge
Psychologists
- Working together for the child's benefit, sharing knowledge
- Trauma is not visible
Psychologists
- Working together for the child's benefit, sharing knowledge
- Trauma is not visible
Teachers
- Working together for the child's benefit, sharing knowledge
- Trauma is not visible
Teachers
- Working together for the child's benefit, sharing knowledge
- Trauma is not visible
Experts
- Working together for the child's benefit, sharing knowledge
- Trauma is not visible
Experts
- Working together for the child's benefit, sharing knowledge
- Trauma is not visible
Rodzice
- Working together for the child's benefit, sharing knowledge
- Trauma is not visible
Parents
- Working together for the child's benefit, sharing knowledge
- Trauma is not visible
Therapists
- Working together for the child's benefit, sharing knowledge
- Trauma is not visible
Therapists
- Working together for the child's benefit, sharing knowledge
- Trauma is not visible
Children with migration experience
Children with migration experience
Minorities
Minorities
People with disabilities
People with disabilities
Recognition and respect for the child's cultural identity and distinctiveness
Recognition and respect for the child's cultural identity and distinctiveness
Awareness of diversity and equality
- Children with migration experience
- Minorities
- People with disabilities
- Recognition and respect for the child's cultural identity and distinctiveness
Awareness of diversity and equality
- Children with migration experience
- Minorities
- People with disabilities
- Recognition and respect for the child's cultural identity and distinctiveness
Collaboration among adults
- Psychologists
- Teachers
- Experts
- Rodzice
- Therapists
Collaboration among adults
- Psychologists
- Teachers
- Experts
- Parents
- Therapists
Co-participation and the child's voice
- The child has the right to choose
- The child's voice matters
- The ability to express needs
Co-participation and the child's voice
- The child has the right to choose
- The child's voice matters
- The ability to express needs
Emotional and relational support
- Building relationships
Emotional and relational support
- Building relationships
Trust and transparency in relationships with adults
- Trustworthy
- Predictable, transparent
Trust and transparency in relationships with adults
- Trustworthy
- Predictable, transparent
Safety
- Physical [Safety]
- Emotional [Safety]
- Cognitive [Safety]
Safety
- Physical [Safety]
- Emotional [Safety]
- Cognitive [Safety]
For whom?
- Children with experiences of violence, neglect, loss, grief, migration
- Children in foster care systems
- Children with disorders (e.g., anxiety, PTSD)
- Children with difficulties and/or lack of a sense of safety
- Children from abusive families
For whom?
- Children with experiences of violence, neglect, loss, grief, migration
- Children in foster care systems
- Children with disorders (e.g., anxiety, PTSD)
- Children with difficulties and/or lack of a sense of safety
- Children from abusive families
Benefits
- Better emotional climate at school
- Fewer aggressive behaviours, less withdrawal
- Greater engagement of the child in learning
- Prevention of mental disorders
- Increasing equality, integration
- Support for teachers
Benefits
- Better emotional climate at school
- Fewer aggressive behaviours, less withdrawal
- Greater engagement of the child in learning
- Prevention of mental disorders
- Increasing equality, integration
- Support for teachers
Relationship
- Does not reject after difficult behaviour
- Not judging behaviour as bad, but interpreting it as a signal of needs
- Supports emotional regulation
Relationship
- Does not reject after difficult behaviour
- Not judging behaviour as bad, but interpreting it as a signal of needs
- Supports emotional regulation
System
- Psycho-educational and socio-emotional programmes
- Reduces the use of punishment, implementing understanding approaches, restorative practices, and mediation
- Educating staff about trauma, collaboration, and empathetic communication (including with parents and children)
System
- Psycho-educational and socio-emotional programmes
- Reduces the use of punishment, implementing understanding approaches, restorative practices, and mediation
- Educating staff about trauma, collaboration, and empathetic communication (including with parents and children)
Role of the adult
- Empathetic language
- Recognizes that trauma affects brain, emotional, and physical development
- Regulates oneself and their emotions before providing support to the child
- Listens empathetically, does not judge
- Knows that behaviour is a message
- Does not act alone
Role of the adult
- Empathetic language
- Recognizes that trauma affects brain, emotional, and physical development
- Regulates oneself and their emotions before providing support to the child
- Listens empathetically, does not judge
- Knows that behaviour is a message
- Does not act alone
Class
- Emotion Regulation Corner
- Role of the teacher
Class
- Emotion Regulation Corner
- Role of the teacher
School
- Trauma Informed Approach (TIA)
School
- Trauma Informed Approach (TIA)
A space that takes into account the impact of trauma on a child's behaviour, emotions, and development
- Organization and planning
- Stimulating collaboration
- Systematic, predictable, orderly
- Sensitive to needs and considering the risk of overstimulation
A space that takes into account the impact of trauma on a child's behaviour, emotions, and development
- Organization and planning
- Stimulating collaboration
- Systematic, predictable, orderly
- Sensitive to needs and considering the risk of overstimulation
Professional work with the child
- Foundations
Professional work with the child
- Foundations
Principles / foundations
- Safety
- Trust and transparency in relationships with adults
- Emotional and relational support
- Co-participation and the child's voice
- Collaboration among adults
- Awareness of diversity and equality
Principles / foundations
- Safety
- Trust and transparency in relationships with adults
- Emotional and relational support
- Co-participation and the child's voice
- Collaboration among adults
- Awareness of diversity and equality
Trauma Informed Approach (TI) / Trauma Centered Approach - an approach that takes trauma experience into account
- Principles / foundations
- Professional work with the child
- A space that takes into account the impact of trauma on a child's behaviour, emotions, and development
- School
- Class
- Role of the adult
- System
- Relationship
- Benefits
- For whom?
Trauma Informed Approach (TI) / Trauma Centered Approach - an approach that takes trauma experience into account
- Principles / foundations
- Professional work with the child
- A space that takes into account the impact of trauma on a child's behaviour, emotions, and development
- School
- Class
- Role of the adult
- System
- Relationship
- Benefits
- For whom?
Other [Forms of assistance]
- Trauma Informed Approach (TI) / Trauma Centered Approach - an approach that takes trauma experience into account
Other [Forms of assistance]
- Trauma Informed Approach (TI) / Trauma Centered Approach - an approach that takes trauma experience into account
Cognitive-behavioural
Cognitive-behavioural
Pharmacotherapy
Pharmacotherapy
Therapy
Therapy
Specialised
- Therapy
- Pharmacotherapy
- Cognitive-behavioural
Specialised
- Therapy
- Pharmacotherapy
- Cognitive-behavioural
Lack of trust
Lack of trust
Isolation
Isolation
Low self-esteem, feelings of guilt or shame [Emotional area]
Low self-esteem, feelings of guilt or shame [Emotional area]
Helplessness
Helplessness
Disturbed sense of safety
Disturbed sense of safety
Strong emotional charge (anxiety, fear, anger, sadness, shame, impulsivity, irritability, excessive vigilance)
Strong emotional charge (anxiety, fear, anger, sadness, shame, impulsivity, irritability, excessive vigilance)
Hyperarousal
Hyperarousal
Anhedonia
Anhedonia
Numbness
Numbness
Anxiety
Anxiety
Memory
Memory
Attention
Attention
Distractibility
Distractibility
Concentration
Concentration
Other [Behavioural]
Other [Behavioural]
Withdrawal
Withdrawal
Aggression
Aggression
Eating and sleep disorders
Eating and sleep disorders
Self-harm
Self-harm
Addictions
Addictions
Impulse control deficit
Impulse control deficit
Other [Somatic]
Other [Somatic]
Body sensation disorder
Body sensation disorder
Diarrhoea
Diarrhoea
Abdominal pain
Abdominal pain
Difficulties with speaking and expression (in Polish and native language)
Difficulties with speaking and expression (in Polish and native language)
Difficulties in developing reading and writing skills (in Polish and in the native language)
Difficulties in developing reading and writing skills (in Polish and in the native language)
School phobias
School phobias
Attendance (e.g., truancy)
Attendance (e.g., truancy)
Motivation
Motivation
Development delay
Development delay
Problem solving
Problem solving
Learning
Learning
Thinking
Thinking
Difficulties in collaboration
Difficulties in collaboration
Difficulties in peer relationships
Difficulties in peer relationships
Avoidance of closeness
Avoidance of closeness
Difficulties in relationships
Difficulties in relationships
Self-blame
Self-blame
Resignation
Resignation
Fear
Fear
Anger
Anger
Apathy
Apathy
Low self-esteem
Low self-esteem
Educational [Area]
- Motivation
- Attendance (e.g., truancy)
- School phobias
- Difficulties in developing reading and writing skills (in Polish and in the native language)
- Difficulties with speaking and expression (in Polish and native language)
Educational [Area]
- Motivation
- Attendance (e.g., truancy)
- School phobias
- Difficulties in developing reading and writing skills (in Polish and in the native language)
- Difficulties with speaking and expression (in Polish and native language)
Cognitive [Area]
- Development delay
- Problem solving
- Learning
- Thinking
- Concentration
- Distractibility
- Attention
- Memory
Cognitive [Area]
- Development delay
- Problem solving
- Learning
- Thinking
- Concentration
- Distractibility
- Attention
- Memory
Social [Area]
- Difficulties in collaboration
- Difficulties in peer relationships
- Avoidance of closeness
- Difficulties in relationships
Social [Area]
- Difficulties in collaboration
- Difficulties in peer relationships
- Avoidance of closeness
- Difficulties in relationships
Emotional [Area of helplessness]
- Self-blame
- Resignation
- Fear
- Anger
- Apathy
- Low self-esteem
Emotional [Area of helplessness]
- Self-blame
- Resignation
- Fear
- Anger
- Apathy
- Low self-esteem
Area of helplessness
- Emotional [Area of helplessness]
- Social [Area]
- Cognitive [Area]
- Educational [Area]
Area of helplessness
- Emotional [Area of helplessness]
- Social [Area]
- Cognitive [Area]
- Educational [Area]
Somatic
- Abdominal pain
- Diarrhoea
- Body sensation disorder
- Other [Somatic]
Somatic
- Abdominal pain
- Diarrhoea
- Body sensation disorder
- Other [Somatic]
External and internal behaviours
- Impulse control deficit
- Addictions
- Self-harm
- Eating and sleep disorders
External and internal behaviours
- Impulse control deficit
- Addictions
- Self-harm
- Eating and sleep disorders
Behavioural
- Aggression
- Withdrawal
- Other [Behavioural]
Behavioural
- Aggression
- Withdrawal
- Other [Behavioural]
Cognitive
Cognitive
Emotional
- Anxiety
- Numbness
- Anhedonia
- Hyperarousal
- Strong emotional charge (anxiety, fear, anger, sadness, shame, impulsivity, irritability, excessive vigilance)
- Disturbed sense of safety
- Helplessness
- Low self-esteem, feelings of guilt or shame [Emotional area]
Emotional
- Anxiety
- Numbness
- Anhedonia
- Hyperarousal
- Strong emotional charge (anxiety, fear, anger, sadness, shame, impulsivity, irritability, excessive vigilance)
- Disturbed sense of safety
- Helplessness
- Low self-esteem, feelings of guilt or shame [Emotional area]
Interpersonal [Manifestations]
- Isolation
- Lack of trust
Interpersonal [Manifestations]
- Isolation
- Lack of trust
Trauma
- Manifestations and symptoms
- Forms of assistance
- Causes
- Factors
- Types of trauma
- Recognition
Manifestations and symptoms
- Area of helplessness
- Somatic
- External and internal behaviours
- Behavioural
- Cognitive
- Emotional
- Interpersonal [Manifestations]
Manifestations and symptoms
- Area of helplessness
- Somatic
- External and internal behaviours
- Behavioural
- Cognitive
- Emotional
- Interpersonal [Manifestations]
Forms of assistance
- Specialised
- Other [Forms of assistance]
Forms of assistance
- Specialised
- Other [Forms of assistance]
Causes
- Helplessness [causes]
- Humiliation
- Lack of support [causes]
- Real (perceived) threat
- Lack of control [causes]
- Sudden change (e.g. environment)
Causes
- Helplessness [causes]
- Humiliation
- Lack of support [causes]
- Real (perceived) threat
- Lack of control [causes]
- Sudden change (e.g. environment)
Factors
- Risks [Factors]
- Protective [Factors]
Factors
- Risks [Factors]
- Protective [Factors]
Types of trauma
- Duration
- Source - types of events
Types of trauma
- Duration
- Source - types of events
Recognition
- Elements of recognizing possible symptoms of trauma and difficulties
- Symptoms occurring at school that may suggest trauma
- Stages of recognition in school
Recognition
- Elements of recognizing possible symptoms of trauma and difficulties
- Symptoms occurring at school that may suggest trauma
- Stages of recognition in school
-
Trauma
- Manifestations and symptoms
- Forms of assistance
- Causes
- Factors
- Types of trauma
- Recognition