Implicaciones de que la resolución dictada por el Inspector del Trabajo constituya un acto

A d e e p ly distressing or disturbing expe rie nce

Van der Kolk. 2002

D e fin itio n m o d ifie d fro m Bessel Van d e r Kolk, 2002, a u th o r o f m any books on trau m a including "The Body Keeps th e Score".

Events in them selves are n o t necessarily tra u m a tic, rath er it is th e in a b ility to cope w ith th e stress fro m th e event th a t creates a trau m a response in th e individuals. For students in schools, tra u m a may result fro m parental divorce, serious illness o f a fa m ily m em ber, living w ith som eone w h o is m e ntally ill, living w ith substance/alcohol abusers, being neglected, abused physically, e m o tio n a lly o r sexually o r a w itnessing violence (Harris, 2018)

► Adverse Childhood Experiences (ACEs) ► ACEs in Alaska

► Physical Abuse ► Youth have higher rates of ACEs com pared

► Sexual Abuse to other states

► Emotional Abuse ► 22% 1 ACE

► Physical Neglect ► 25% 2 or 3 ACEs

► Emotional Neglect ► 17.3% 4 or more ACEs

► Loss of a Parent (any reason) ► Domestic Violence ► Substance Abuse ► Mental Illness

► Criminal Behavior in the Household

(Bremner, 2006; CDC, 2014: Felittl e l al.. 1998; Fischer, 2003: Harris, 2018; Lackner e l a l„ 2018; O ehlberg, 2008: Slate o f Alaska, 2013: TLPI, 2005)

The Center fo r Disease Control (CDC) partnered w ith Kaiser Perm anente in w h a t is n o w know n as th e ACEs study, standing fo r Adverse Childhood Experiences (ACEs). This was a groundbreaking study th a t d e te rm in e d d e fin ite ly th e typ e o f adversity one is exposed to durin g ch ildh ood (up to age 18) d ire c tly im pacts health outcom es, including increasing risk o f early death. This m easure screens fo r specific types o f adversity, but does n o t recognize th e freq uency o f these events (F elitti e t al., 1998). Researchers found th a t th e state o f Alaska has relative ly higher rates o f ACEs

com pared to o th e r states. It was found th a t ap p ro xim a te ly 22% o f o u r p o p u la tio n has 1 ACE, 25% have 2 o r 3 ACEs and 17% have 4 o r m ore ACEs. This means 65% o r nearly 8,900 students in Fairbanks have been exposed to one o r m ore adverse childhood experiences. Nearly 790 o f o u r students have had fo u r o r m ore ACEs. There is a dose- response ratio betw een n u m b e r o f ACEs and negative health outcom es, and negative academ ic outcom es as w ell.

► Physical health ► Ability to organize information ► M ental Health ► Language processing

► Concentration ► Self-regulation ► Memory storage and retrieval ► A ca d e m ic success

(Bremner. 2006; Felitti et al.. 1998; Harris, 2018; Lackner et al., 2018; Lapp et al.. 2018; O ehlberg, 2008; TLPI. 2005)

In th e educational w o rld th e te rm adverse childh ood experience (o r ACE) has becom e synonym ous w ith "trau m a". Though th e Kaiser study is specific in th e types o f abuse, neglect o f household dysfunction , th e re is no m easurem ent o f d u ra tio n o r level o f to xic stress in a p a rticu la r situatio n.

Trauma exposure, o r living w ith to xic stress affects physical and m ental health in a v a rie ty o f ways. See Nadine Burke Harris' TED ta lk fo r a fu ll descrip tion o f th e physical im pacts. In schools, w e may notice an im pact on students' a b ility to concentrate, m e m o ry storage, organization, language processing and self-regulation. The fo llo w in g slides w ill explore how trau m a o r to xic stress im pact academ ic fu n ctio n in g .

[The Deepest W ell by Nadine Burke Harris (2018) o r her TED ta lk are excellent resources fo r individuals seeking fu rth e r in fo rm a tio n a b o u t ACEs, tra u m a and th e conn ection to physical and m ental health.]

Survival S tate

Brain Stem Am l safe?

E m o tio nal S tate

Limbic System Am I loved?

Executive State

Prefrontal Lobes What can I learn from this?

Link b e tw e e n tra u m a tic stress a n d sc h o o l v io le n c e

T ra u m a im p a c ts le a rn in g

E v id e n c e o f b e n e fits o f relationships, e n v iro n m e n ta l supports a n d

m o d ific a tio n s to re d u c e n e g a tiv e im p a c t o f to x ic stress

(Rawles. 2010]

(Trauma and Learning Policy Institute, 2005)

(N ational Child Traum atic Stress Network. 2013)

There has been a tre m e n d o u s a m o u n t o f advancem ent in neuroscience in th e past fe w decades, and th e understanding o f how brains fu n c tio n continues to deepen. It is clear th a t trau m a has neurological im pacts, especially prolonged exposure to toxic stress. Nadine Burke Harris, a pediatrician w o rkin g in h ig h-poverty co m m u n itie s in San Francisco describes th e response o f th e brain to a person w h o m eets a bear w h ile o u t hiking. The brain stem is activated w ith an a u to m a tic response as th e body

prepares to fig h t, freeze o r flee. This adrenalin response is healthy w h en w e m eet a bear, b u t Dr. Harris asks, "W h a t happens w h en th e bear com es hom e each night?" For o u r students living w ith to xic stress, th e im pact o f living w ith a bear in th e ir house can cause th e brain to operate w ith d iffe re n t adaptive capacities. The survival brain constantly stands at a tte n tio n , scanning all situatio ns fo r signals th a t things m ig h t n o t be safe. The ir bodies are prim ed to react much m ore stron gly to stim u li than a

stu d e n t w ith a m ore typical hom e en viro n m e n t. W hen students are o pe ra ting fro m a survival o r e m o tio n a l state, th e ir rational th in kin g and decision m aking is n o t

activated. For these students to learn, th e underlying needs fo r safety and

re latio nship m ust be m et to ensure th a t students are able to access th e ir executive state. In th e chart, th e red brain stem indicates o u r survival o r in stinctu al brain. The blue section is th e lim b ic system, concerned w ith feelings and em otion s. The green section, o r p re fro n ta l cortex is o u r th in kin g brain. For students to learn, th e y m ust be able to access th e ir th in k in g brains. Subtle shifts in th e e n viro n m e n t and th e way we speak w ith students can p ro m o te th in kin g o r trig g e r a re tre a t to survival mode.