My portrait of Bruce Lee
He was an actor and a great martial artist
founder of the martial art Jeet Kune Do
one of kungfu styles.
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[Sara] Hi everybody! I'm here today with Tracy Schreifels, who does a lot of work with
infant and early childhood mental health specifically, and I wanted to talk with
Tracy a little bit today about some hands-on strategies and tools to use in
the classroom when working with kids who have experienced trauma and stress. When
we work with these kids right, we see a lot of issues with feelings and
understanding their own feelings, and their bodies, and how to regulate their
bodies, so what kinds of strategies and tools have you gotten for us today? [Tracy] in my
full-time work at Head Start, we work with the birth to five population and my
teachers are often saying "What do I do with this child? How do I help this kiddo?"
And sometimes we know the child's history, and sometimes we don't. So
sometimes that takes a little bit of discovery. But there are some common
basic things that we know are good for all kids to help them learn about
emotions and learn about regulation. I'm really big into using sensory items, so
this is a weighted dog. They also make weighted cats and other animals as well.
If you're going to get some of these, I recommend that you look for the ones
that are washable, because well in preschool and the early child classrooms
there's a lot of fluids that might contact with them, so washable ones are
best. We might have the child put this on their shoulders or on their lap and if
it's on their lap during group times, we'll tell them that there's a doggie
helper, and so they have to help calm the doggie, so the dog can stay calm at group
time. We find that when we transfer some of this into an object, the child is
better able to regulate themself as a result of helping something else
regulate. [Sara] When you have it on the shoulders, what is it that you expect?
Like what what is the the pressure on the shoulders kind of signify for little
kids? [Tracy] Sometimes kids don't know where their body is in space, and so when we
tell them to sit in one spot they don't even know where their body is. So to ask
them to keep it in one spot is really hard for them to even conceptualize. So
by putting weight on their shoulders or on their laps, it gives our body sensory
input that says "here's where I am, and here's where I can stay." [Sara] And I'm just
finding it really comforting too...sometimes just a little bit of weight.[Tracy] Yeah.
Usually when I hand these out at the beginning in the year to the teachers at
the teacher training, all of the teachers have them on their laps. And it kind
of is a nice highlight that says too, like even though we're adults and we may have
grown up and can do it on our own, we still benefit from having some tools
sometimes and strategies too. [Sara] Exactly. [Tracy] So some other things that we do is I
provide fidgets to use at group time. So this one's called a pickle, and it's kind
of a hard rubbery plastic. And if you rub it in your hands, it gives lots of
sensory input. For some kids it hurts, if they're a little more sensitive.
But some of our sensory seeking kids it works really well, where they can squeeze
it they can...and it's quiet, it doesn't make any noise. So it's really helpful.
Another thing that we use are kind of like stress balls, except for I had an
epiphany one time as I gave up stress balls to the classroom, young children
see ball and they think "THROW!" We now use things like fish, or stars, or objects
that are different shapes than balls so that they can have them with them at group
times, sometimes during transitions to keep their hands busy, because if their
hands aren't busy they'll come up with something to do. [Sara] to do with their hands, yeah.
[Tracy] They're really good at it. [Sara] Yeah. [Tracy] They're very creative. [laughter]
[Sara] Creativity is great...most of the time. [Tracy] We like to channel it. [Sara] Right, channel the creativity, exactly.
[Tracy] I also talk alot with kids about that there's a difference between a fidget and a distractor. And so I'm very
clear with them like even with the sensory out just at group time and
things that like as long as it's a fidget they can hold it, but it becomes a
distractor for them, or anybody else, it's gonna get put away.
[Sara] Well what about this feelings buddy feeling buddies yeah so this comes from
Conscious Discipline, and this is also another play-based type of strategy like
if they're feeling angry, you might bring them over to where this is and you might
say...encourage them to hold it, and you might say to them "I'm I'm
feeling angry. Hi angry." And you say it, and the child would say it back
like "Hi angry. It's okay, it's okay to feel angry and the angry
can go away." And you can coach them even say "Is there something that we
can do to help angry calm down?" or sometimes I'll give them a hug or
they'll they'll talk to him a little bit, or I just squeeze them a little bit and
again it's kind of an externalization of emotions into this inanimate object. And
then I am not angry, I can feel angry, I can feel feelings, but
I'm not I'm not that. I don't have to be that. And and then we talk about, now that
you're calming down, we might take out the happy or the calm. Or even when we
find out sometimes they were angry, but underneath they were scared, or they were
disappointed. So it also helps us get to that secondary emotion that actually
happened prior to angry. [Sara] Right. What got you to angry? [Tracy] What got you to angry.
[Sara] Probably one of these other buddies up here. [Tracy] Most definitely. Kids don't...I always
say they can't they can't tame what they can't name. So this also helps with the
identification. Like sometimes they'll have a mirror in those areas too, like
"let's look at you. Which one of these buddies do you look like?" And helping the
child identify, or the teacher might say "oh I see your eyes are like this and
your mouth is like this. Let's see which buddy you look like." And using that
tool to help them identify with the buddy's feeling, to help them self
identify their feelings. Sometimes they aren't even, they don't even know what's
taken over them. I had a child one time tell me that he had a
monster inside of him. And came to find out that his monster was pretty
much anger, and he thought that something was actually taking over his whole body.
[Sara] oh, poor buddy. [Tracy] So when he learned and we talked about everybody has that feeling and we talked
about it, he was so relieved. Like oh I think he felt like he was the Hulk.
Like something was gonna come busting out of him at some point in time.
[Hulk noises]
We really shouldn't take for granted that kids might know leaves because we
oftentimes think that they know emotions, but if they don't even have the feelings
vocabulary, that also points back to that something that's very easy to teach. Are
you feeling a little bit angry or a lot of it angry? Is it a mouse-size problem or
a lion-size problem? So because again, that concept of size for kids you
have really difficult for them, Okay if you're this angry, what kind of big thing
can we do to bring you back. [Sara] What about this Theraplay stuff? [Tracy] I went to a
training on it last year, and a woman Phyllis Booth - and she has somebody else
that she works with - but she's kind of the designer of this. And her big thing
too was and how do we bring adults into healthy, safe relationships with kids. So
she designed a bunch of activities that might actually look very familiar to us,
such as peekaboo. [Sara] Ah, okay. [Tracy] Things like: "Where are your toes? And can we find your
toes?" and some of those games. But then really made it intentional about like
with peekaboo, it's about not doing the whole PEEKABOO, oh I'm gonna scare you,
but peekaboo I'm supporting you. And so she'll do it like with kids like you
hold their hands you know, and they'll do peekaboo like this holding their hands,
or with their feet, or other things. And again, it's about that eye contact it's
about having safe healthy touch. Because sometimes kids that have had trauma or
abuse, they just touch to them, all touch is scary. And so we have to kind of
work in to safe touch. And so she's got tons of different activities, and some of
them include things like using feathers. And so there's feathers, and there's
cotton balls. On the back of the hands you might do this one - is a feather. And this
one is a cotton ball. Now I want you to look away - we don't ask them to close
their eyes until we know that they really feel trusting with us, that's
scary to close my eyes with somebody I don't know - and then we'll ask them
to look away, and say "do you think that's the feather, or the cotton ball?" And again
it also brings awareness to here's where my body is. This is gentle touch. It's
also kind of a nurturing type of touch. And we don't want it to be tickly, so
we're really careful about not getting on the tickly side.
Another one is just a feather blow, where you blow with a feather and
you keep it up in the air, really encourages the child to do a lot of
breathing. [Sara] mm-hmm breathing is important. [Tracy] It's also fun. A lot of her activities
try to bring joy and laughter and humor back into the relationship too. And then
you know, even things like hand checks, like "how many fingers did you bring with
you to school today?" and then maybe even like lotion checks "let's
rub some of this lotion into those little you know freckles" or whatever it
is. And helping the child know that their hands are unique to them we are perfect
just for them. [Sara] Yeah, they're theirs. [Tracy] They're theirs, and that we
cherish them and that we respect that that's their body, and their space, but we
also want them to know that we're here to help them be safe.
[Sara] Well thank you for walking through some of these cool tips and
tricks and techniques and feelings...so many feelings. And I'll put some more
information about Tracy, and where you can find her in the world in the
description section down below. But thanks so much for chatting
with me today, and sharing with the world. And as always thanks for watching we'll
see you next time! Bye!
[Sara] You get to watch the... [Tracy] Ready, set, go! [Sara] watch the magic happen....
Magic...[laughter] I don't know. I don't know what this is.
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