Self-Empowerment and Resiliency Program Manual by Starr Commonwealth

Self-Empowerment and Resiliency PROGRAM MANUAL

Anthony Allen, CTRT

Self-Empowerment and Resiliency

SELF-EMPOWERMENT AND RESILIENCY – PROGRAM MANUAL – Anthony Allen, CTRT

Self-Empowerment and Resiliency

About the Author Anthony Allen is a Certified Trauma and Resilience Practitioner and Trainer for Starr Commonwealth. Within his role at Starr, he also serves as a Resilience Coach supporting school district administrators, principals, teachers, and student support staff by teaching them how to implement trauma informed practices effectively through a resilience focused philosophy. Anthony has a background in social emotional learning and child behavior development. He is a proud graduate of Kuyper, currently working towards his Master’s in Education with a Trauma Focus at Spring Arbor University. Throughout his professional experience he has served in a wide variety of different behavior support roles at the elementary, middle and high school level implementing Restorative Practices. In addition to working in educational settings, Anthony comes from a diverse background in assisting youth by helping them learn to thrive in their environments who have a history of traumatic experiences. He has had the opportunity to work with students in a residential facility supporting students who were in the programs of Abuse and Neglect, Juvenile Justice, Sexually Reactive Youth and Substance Abuse. While working with youth in educational settings is the majority of his professional experiences, he also fulfills his passion working with youth through coaching student athletes. For over 20 years, he has been leading successful girls’ basketball teams as well as football, wrestling, track and soccer. If he isn’t busy in a school, or on the sidelines cheering youth on, you can find him supporting the youth is his neighborhood through authentically engaging in relationships and mentoring opportunities. Anthony was born and raised in Gary Indiana as the second oldest of 14 children. At the age of 18, he moved to Michigan to accomplish his goal of earning a college education despite the adversities that he faced. In successfully achieving his goal, he proudly became the first in his family to earn a college degree. He now lives happily in the Kalamazoo area and is the proud father of four young ladies. He believes being a dad has been, and always will be, the most important job of his life. His passion for trauma and resilience not only comes from personal experiences in his own past but also fulfilling his mission in giving back to others in a way that people in his life gave for him. Anthony is able to train not only from an educational perspective, but also from the lens of someone who has learned how to foster resilience characteristics from having similar experiences throughout his own life.

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Starr Commonwealth For over 100 years, Starr Commonwealth has led with courage to create positive experiences so that all children, families, and communities can flourish. Our roots date back to 1913, when a young man named Floyd Starr purchased a barn and 40 scrub-covered acres in Albion, Mich., to create refuge for “homeless, dependent, neglected and delinquent boys.” In his heart he held a revolutionary belief, that “there is no such thing as a bad child,” and with steadfast conviction and the support of his family, his “boys,” and the commonwealth he sought to help every child see and believe in their greatness. Today, Starr Commonwealth continues to build on the legacy of “Uncle Floyd” and the tenets we still hold true. Operating programs across the country and globe, Starr offers community-based programs, educational and behavioral health services, and professional training and coaching to heal trauma and build resilience in all children, adolescents, and the professionals that serve them. Starr believes, as Uncle Floyd did, that when you treat a child with dignity and respect, it changes a child’s heart. And that, in the end, is what changes a child’s life. It’s a powerful story, and we hope you will be part of writing the many success stories that are waiting to be told. We are driven to heal. And together, we are building a bright future for all.

Self-Empowerment and Resiliency

Table of Contents

About the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Lesson 1 - Resilience . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Lesson 2 - Toxic Stress, Trauma & the Brain . . . . . . . . . . . . 15 Lesson 3 - Self-Regulation. . . . . . . . . . . . . . . . . . . . . . . . . 27 Lesson 4 - Fight, Flight, Freeze . . . . . . . . . . . . . . . . . . . . . 37 Lesson 5 - Private Logic . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Lesson 6 - Emotional Intelligence & Literacy . . . . . . . . . . . . 63 Lesson 7 - Mindfulness . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Lesson 8 - Emotional Management . . . . . . . . . . . . . . . . . . . 83 Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

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Self-Empowerment and Resiliency

About the Program Self-Empowerment and Resiliency is designed to help students become more self aware of their feelings, emotions and sensations they experience. It promotes self-empowerment, independence and healthy self regulation skills for all students. Self Regulation also teaches how the brain and body communicate during adversity on the inside, to foster resilience on the outside. Each lesson guides the student through a path of self discovery that seeks to support the student at maintaining or re-establishing emotional balance and self awareness under any situation.

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Self-Empowerment and Resiliency

Lesson Plan 1 - Resilience I. Planning Lesson summary and focus: To learn how individuals, have the ability to build resilience despite adversity.

Specific learning target(s) / objectives:

Teaching notes:

1. Understand how to foster and nurture characteristics of resilience. 2. Discuss trauma and resilience as body experiences. 3. Identify signs and symptoms consistent with being outside of the zone of resilience.

Students will have individual journals to follow along with independently. Activities & worksheets accompany the lesson to support goals.

Agenda: 1. Facilitator or participants will read definitions. 2. Facilitator will then read all parts of the chapter with the youth, allowing participants to volunteer to read when applicable. 3. Students will review the content from each lesson with the facilitator, then answer questions in their journals. The facilitator will provide opportunities for the youth to share responses with each other when possible. 4. To close, the facilitator will allow time for Q & A.

Formative assessment: Self-assessment of current knowledge on resilience should be taken into consideration. Reviewing Trauma-Informed Resilient Schools or Healing the Experience of Trauma online content will support facilitation of this lesson.

Note: The average class session is suggested to be 45 minutes to 1 hour. Function:

Form:

The purpose of using the language is to build fluency of terms and awareness. Students will demonstrate the understanding in their journals as well as verbal and written confirmation within the hour.

The students will be asked to write in their journals and complete activities in Lesson 1.

Instructional materials, equipment and technology:

Grouping:

• Teacher’s Guide • Student Journal • P encil • Overhead Projector- optional

Students will have a choice to pair up in teams of 2 or work in a group format.

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Lesson Plan 1 - Resilience II. Instruction Prior knowledge connection: A. Opening

Facilitator should have a general understanding of resilience prior to class. Clarity of terms will be provided.

Anticipatory set: Students will need to know how resilience can improve their lives and support their regulation and emotional balance. Students will review the effects stress effects their zone of resilience.

B. Learning and Teaching Activities (Teaching and Guided Practice): I Do:

Students Do:

Differentiation

I will instruct students about resiliency in various forms. 1. Define resilience and give examples of resilience. 2. Talk about the various types of resilience and the elements of Sensory Awareness. Explore lessons to be taught and explain those lessons in detail. 3. Allow students to work on activities. 4. Review with students and allow for Q & A.

Students will listen and provide feedback to the lesson. 1. Students will write notes in their journals that correspond to lessons. 2. Students will work on activities in class. 3. Students will work in pairs or groups. 4. Students will have the opportunity to ask the facilitator additional questions at the end..

1. Individuals who are not paired up can work on assignment individually.

Notes:

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2. Students will be given time to answer questions and relate answers to one another.

Self-Empowerment and Resiliency

Lesson Plan 1 - Resilience III. Assessment Closure:

Homework:

Students will review main points from the lesson as directed by the teacher and questions can be asked by students as well.

Participants will be asked to be mindful of their zone of resilience throughout their day and how stress changes or affects their zone.

Key vocabulary: Students will be asked to say the words in unison and definitions will be verbalized. 1. Body Sensations - A sensation is a message sent from your body to your brain to let it know what’s going on out there in the periphery. 2. Resilience - is the ability to overcome challenges of all kinds–trauma, tragedy, personal crises, all of life problems–and bounce back stronger, wiser, and more personally powerful. 3. Zone of Resilience - a person’s stress tolerance guideline or zone. Notes:

Self-Empowerment and Resiliency

- Lesson 1 -

Resilience Goal • To learn how individuals have the ability to build resilience despite adversity.

Learning Outcomes 1. Understand how to foster and nurture characteristics of resilience. 2. Discuss resilience as a body experience. 3. Identify signs and symptoms consistent with being outside the zone of resilience.

Lesson 1.1 Resilience Instructor Directions Read the following summary out loud with youth: We can’t talk about trauma without talking about resilience. Resilience is the ability to overcome challenges of all kinds–trauma, tragedy, personal crises, all of life problems–and bounce back stronger, wiser, and more personally powerful. Resilience is all about how we adapt after stressful or adverse situations. Encountering daily stress can disrupt our sense of self-regulation, emotional balance and personal well-being. These encounters can present challenges as well as opportunities. Fostering resilience provides a way of dealing with daily or reoccurring toxic stress. Some people can handle greater amounts of stress than others. Each individual’s zones of resilience may differ depending on internal and external factors such as the level of stress, adult support, and community support. Zone of resilience is about a person’s emotional stamina or tolerance during stressful moments and the amount of time it takes regain emotional balance. Some people deal with stress from reoccurring situations, similar or dissimilar to their own in

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different ways. Post-traumatic stress is an exaggerated and prolonged stress response lasting beyond 4-6 weeks, even years later. We all may have different zones of resilience when it comes to certain situations of stress and challenging emotions. You will be able to best determine your own zone of resilience. Being in your zone of resilience is being balanced and having a calm state of mind, feeling relaxed and in control. In this zone you are able to function most effectively and able to take on any challenge life throws at you. When we are in our zone of resilience, we have the best capacity for flexibility and adaptability in mind, body and spirit. We can make our best decisions when we are in our zone of resilience. In a shallow zone of resilience, a small stressor can bump some people out of their zone. In a deep zone of resilience, a higher range of tolerance enables one to handle more stressors. The feeling of ‘flying off the handle’ or ‘losing a grip’ can be a good indication of falling out of balance and out of the zone of resilience. We all have been there before. When we encounter a tough challenge or an emotionally charged situation where things become too heavy on the mind, being in our zone of resilience will help us to stay grounded, allowing us to be our very best self and make sound decisions.

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Activity 1.1A - Resilience

Activity 1.1A Resilience

• What does resilience mean to you?

• Why should resilience matter to you?

• What does living a “resilient life” mean for you?

Invite the students to respond to each question on the worksheet in their journal. Then, invite them to write, pair and discuss or in a group discussion format. • What does resilience mean to you? • Why should resilience matter to you? • What does living a “resilient life” mean for you? • How can you foster characteristics of resilience to help you better understand emotional triggers or uncomfortable emotions?

• How can you foster characteristics of resilience to help you better understand emotional triggers or uncomfortable emotions?

Self-Empowerment and Resiliency

Activity 1.1B: Discovering My Zone of Resilience Discuss the zone of resilience with students. Discuss how emotions can change and that we excel most when we are in our Zone of Resilience, which differ from person to person. Then, ask the students to reflect and write about a personal experience when they overcame an obstacle, circumstance or situation using their characteristics of resilience. Ask the students to evaluate their zone. Have them list strategies that will expand their zone of resilience and things that might shrink their zone. Students should be able to explain their reasoning. Then, invite the students to write, pair and share – or have a group discussion.

Driven to Heal

Activity 1.1B - Discovering My Zone of Resilience • Write about a personal experience when you overcame an obstacle, circumstance or situation using your characteristics of resilience.

• Evaluate your zone.

• List strategies that will expand your zone and things that might shrink your zone.

Lesson 1.2 Sensations Instructor Directions Read the following summary out loud with youth: Healing the experience of trauma happens when we learn how to name, notice and explore body sensations, not feelings. Trauma is a body experience. Therefore, we must listen to our body in order to give it what it needs to feel better and achieve regulation. Our bodies communicate with us through sensations. Simply becoming aware of the sensations in our bodies will help to discharge the activation associated with feelings. This process also helps to engage students who have reached the point of exhaustion and collapse because it provides the opportunity to associate the sensation to a feeling. Sensations are all about how the body communicates signals or information of emotions to the brain. We will be learning that the brain and the body work together to identify emotions. For example, an escalated heartbeat tells the brain that the body is sensing danger or fear nearby. Sometimes, we can’t even put into words how we feel, and in those cases, sensations can become very helpful. For example, you may notice that you are experiencing anxiety because your palms are sweaty and you feel some butterflies in your stomach, but you may not be clear on the origin of anxiety. The more we understand the sensations that go on inside our bodies, the quick-

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er we can begin to understand, identify and respond to the emotional experience in a way that helps us regulate back into our zone of resilience. Have you ever had somebody jump out from behind you, when you thought you were alone? Even though you knew it was a prank, your heart rate still started beating faster than normal. The rate of the heartbeat could be an indication of the level of fear that you are experiencing in the moment. Sensations can be tricky because they can make it seem like we are in a similar situation of the past that was scary for us, even though we are in the present in a very different situation. For example, let us examine a Mary who was in a car accident that took place on the corner of Shirley Street; thankfully surviving that accident. But every time Mary goes through that intersection, her body tightens the same way it did the moment her car collided into another car that day. Her body is experiencing those same sensations as if she was reliving the car accident from her past all over again. When we experience trauma, or difficult situations, our bodies will record those sensations and replay them during similar incidents making our bodies think we are re-experiencing the same event, even though it is different. So, when you understand this, you may start to see that some of our reactions today are based on past emotional traumas and experiences our body has held onto. These experiences can store in the body and reveal themselves through sensations. A ticking clock at school that sounds like the same clock you have at home in your kitchen may remind you of a difficult emotional situation that happened earlier in that room of your home between you and your mother prior to going to school. A tardy bell at school may remind a student of how it made her feel when the teacher confronted her the last time she was late to his class. The look of a disappointed father’s face can ignite the same hurtful feelings when the teacher gives the student a similar look of disappointment. All these situations are examples of how the body communicates with the brain and why it is so important to understand the signals that our bodies send our brains. Can you think of a time when your body spoke or alerted you before your brain? How about a time when you experienced emotional discomfort, but didn’t quite know exactly what it was or where it came from? Part of feeling the effects of trauma is making the connection between the body and the brain. It’s all about how the two respond together to communicate and provide a total understanding of the whole experience.

Sensory Processing Sensory processing is the basic human function that refers to the way the nervous system receives and interprets information from the senses and turns them into appropriate responses. Let’s take a closer look at our basic five senses and how they process information.