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If you’re anything like me, you appreciate a good metaphor, especially when it makes complex ideas easier to grasp. As I’ve delved deeper into neuroscience and trauma-informed practices, I’ve noticed certain metaphors repeatedly used to convey essential concepts. These metaphors not only help educators understand intricate ideas but also bring these concepts to life in our work as Resource Teachers: Learning and Behaviour (RTLB). Here are a few key metaphors that resonate within trauma-informed practice and illustrate how they can shape our approach to supporting students.
Image from Alberta Family Wellness Initiative
Brain Architecture
In trauma-informed practice, "brain architecture" serves as a metaphor to illustrate the way early experiences shape the physical structure and function of the brain, much like constructing a building. Just as a building’s foundation must be stable and resilient to support the structure above it, a child's brain architecture relies on a foundation of safe, supportive, and responsive relationships to develop. If a building's foundation is weak or poorly constructed, the entire structure is at risk. Similarly, if a child's early experiences include trauma, chronic stress, or neglect, it can impact the "foundation" of their brain, leading to vulnerabilities in cognitive, social, and emotional functioning as they grow.
For example, the framework of brain architecture emphasises the importance of positive early experiences and "serve and return" interactions between children and caregivers. This dynamic interaction helps build strong neural connections, much like reinforcing beams or wiring in a structure. When these interactions are frequent and responsive, they provide stability and strength to the brain’s architecture, supporting resilience and adaptability in later life. In contrast, adverse experiences—such as exposure to toxic stress—can disrupt or weaken these neural connections, like structural flaws that make a building less resilient to environmental stresses.
Window of Tolerance
Originally developed by Dr. Dan Siegel, the "Window of Tolerance" is a concept that illustrates our ability to manage emotional and physiological responses. When we’re within our "window," we can think clearly, regulate our emotions, and interact effectively. However, when we move outside this window, we may experience hyperarousal (feeling overwhelmed or anxious) or hypoarousal (feeling numb or detached).
Every person’s window of tolerance varies, and trauma can narrow that window, making it harder to stay calm under pressure. As RTLB, understanding this concept helps us recognise signs of dysregulation in students and work toward strategies to support expanding their windows, so they feel safe and connected in their learning spaces.
Serve and Return
The "Serve and Return" metaphor explains the critical back-and-forth interactions between children and caregivers that foster brain development. Imagine a game of tennis, the child "serves" by reaching out for interaction, and the caregiver "returns" by responding with engagement, like making eye contact, speaking, or playing together. These moments are the building blocks for a child’s social, emotional, and cognitive development.
For educators and caregivers, being mindful of serve-and-return interactions can make a significant difference. This approach provides a concrete method for building trust, creating a sense of safety, and supporting children's healthy development, especially for those who may have experienced trauma.
Tipping the Resilience Scale
Imagine a scale balancing positive and negative experiences. "Resilience" is the ability to stay balanced, even when life adds weight to the negative side. This metaphor highlights how a strong brain foundation and "air traffic control" (executive function skills) help tip the scale toward positive outcomes. Positive relationships and supportive environments can tip this scale toward resilience, helping individuals cope with stress more effectively.
As RTLB, our role includes finding ways to support students and helping tip their scales in a way that promotes resilience. This concept also reminds us that resilience-building isn’t limited to early childhood; it can be developed at any stage of life.
Air Traffic Control: Executive Function
Think of a young child’s brain as a busy airport control tower. The "Air Traffic Control" metaphor describes executive function – the brain's ability to manage competing demands, like attention, impulse control, and problem-solving. Just as an air traffic controller prevents collisions by guiding planes, children rely on their executive function to prioritise tasks, control impulses, and manage emotions.
Strengthening these skills is a lifelong process. As RTLBs, we can support students by encouraging routines, providing calm environments, and incorporating activities that help them develop these crucial skills.
Toxic Stress: The Weight of Experience
Not all stress is harmful – some types of stress, like preparing for a test or trying something new, are beneficial and help build resilience. But "toxic stress" – prolonged or repeated stress without adequate support – can harm a child's brain development. This metaphor emphasises the impact of sustained adversity on brain architecture and highlights the importance of supportive, nurturing relationships as a buffer against stress.
In our roles, recognising signs of toxic stress and finding ways to provide a stable, responsive environment can help students feel secure, giving them the chance to recover and build resilience.
These metaphors give us powerful insights into the ways we can support children’s learning and wellbeing. As we continue our work with students, each metaphor reminds us that our interactions and support play a role in building strong, resilient minds. Let’s keep these metaphors in our toolkit as we strive to create safe, supportive, and trauma-informed learning environments for our learners.
Ma te huruhuru te manu ka rere ai
Adorned with feathers, the bird is able to fly
References:
Alberta Family Wellness Initiative. (2013, October 19). How Brains are Built: The Core Story of Brain Development. [Video]. YouTube. https://www.youtube.com/watch?v=LmVWOe1ky8s
Alberta Family Wellness Initiative. (n.d.). Resilience Scale. Retrieved from https://albertafamilywellness.org/what-we-know/resilience-scale/
Beacon House. (2022, June 30). The Window of Tolerance. [Video]. YouTube. https://www.youtube.com/watch?v=nZnJMyNT620
Center on the Developing Child at Harvard University. (n.d.). A guide to toxic stress. Retrieved from https://developingchild.harvard.edu/guide/a-guide-to-toxic-stress/
NSPCC. (January 30, 2021). Our Brain’s Air Traffic Control (Executive Function). [Video]. YouTube. https://www.youtube.com/watch?v=S5uo_Gbi4RA
The Education Hub. (2020, July 1). An introduction to serve and return in early childhood education. Retrieved from https://theeducationhub.org.nz/an-introduction-to-serve-and-return-in-early-childhood-education/#:~:text=Serve%20and%20return%20is%20a,and%20return%20is%20non%2Dverbal
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