Teaching Sequence

Work through this resource material in the following sequence:

Optional Preparation – Ground Rules For Classroom Discussion
10 minutes – Part A: What Is Trauma?
25 minutes – Part B: Exploring Moral Dilemmas
20 minutes – Part C: The Impact Of Trauma
25 minutes – Part D: Case Study – Intergenerational Trauma
10 minutes – Reflection

Part A: Activating Prior Knowledge

Step 1.

Begin this lesson by explaining to students that they will explore the impact of trauma through a simulation scenario task. Students will identify and reflect on a person they care about, a place they enjoy going to, an activity they enjoy doing, and a secret that they have. They will use these perspectives to begin understanding the implications of trauma. It is important to inform students that this activity needs to be done individually, and that the information they write down will not be shared with anyone. Students should also be given the option of not partaking in this activity. Teachers need to use discretion about using this activity, and be aware of students who may have experienced trauma themselves.

Step 2.

Distribute four post-it notes or four small pieces of paper to each student. Ask students to place these in a line next to each other, in close proximity to themselves.

Step 3.

Invite students to pick up paper number 1, and read out the following instruction:

“Write down the name of a very close loved one.”

Allow students enough time to write down their loved one's name, and then ask them to place it back down with their response facing the ground.

Step 4.

Invite students to pick up paper number 2, and read out the following instruction:

“Write down your favourite activity.”

Allow students enough time to write down their activity, and place it back on the ground with their response facing the ground.

Step 5.

Invite students to pick up paper number 3, and read out the following instruction:

“Write down your favourite place to visit.”

Allow students enough time to write their place down, and then ask them to place it back down with their response facing the ground.

Step 6.

Invite students to pick up paper number 4, and read out the following instruction:

“Write down (or think about) a secret you find embarrassing, that very few (if anyone) knows about.”

Remind students that these will not be shared with the class. Allow students enough time to write down their secret, and then ask them to place it back down with their response facing the ground.

Step 7.

Once all students have responded to all four prompts, read the script below to the class to demonstrate how it may feel to be impacted by a traumatic event:

Imagine you have now become aware of a serious situation. Take paper 1 and rip it up, because this person you love had to leave.
Take paper number 2 and rip it up. You just learned that the serious situation took place while you were doing your favourite activity. This activity is no longer enjoyable to you because it reminds you of the serious situation and the person you care about, so you cannot bring yourself to do it anymore.
Take paper number 3 and rip it up. Your favourite place is no longer an option for you, because this is where the serious situation took place. You cannot go there anymore, without thinking of your loved one and the incident surrounding them.
Take paper number 4, but do not rip it up. What you have left is a secret. Something that may make you feel somewhat embarrassed, guilty or helpless. This is similar to the feelings that someone who has experienced a traumatic event may feel.

At the end of this process it is important to explain to students that each victim in a traumatic experience has a personal experience and reaction. As a supporter, friend or family member of a loved one experiencing trauma, the closer you are, the more real it can become. Trauma is generally understood as a person’s response to a major event that's so overwhelming it leaves that person unable to come to terms with it. In some cases, trauma is passed down from one generation to the next, by people who directly experienced or witnessed traumatic events to future generations. This is called intergenerational trauma. It can be passed on through parenting practices, behavioural problems, violence, harmful substance use and mental health issues.

Step 8.

Finally, engage students in a class discussion and invite them to reflect on how they felt when they had to rip up their pieces of paper. This could be done individually, in pairs or small groups or as a facilitating class discussion.

Once you feel that students have debriefed from the previous trauma activity, read the following information to get students thinking about the burden that keeping secrets can have on people:

We are often told that secrets need to be kept private and not shared with others. What may happen if a person with a secret that causes them or someone else, much pain or worry, does not speak up, seek help and continues to carry the burden?

Part B: Exploring Moral Dilemmas

Step 1.

Distribute a copy of the Student Worksheet to each student. Write the words ‘moral dilemma’ on the board. Invite students to work independently to explore their ideas about this term by using a blue pen to record their ideas and beliefs about this term in the space provided on the Student Worksheet. Allow students a few minutes to finish this task.

Once complete invite students to share and compare their ideas with a partner by reading and discussing what has been written. Working in pairs, invite students to write any additional information onto their own Worksheet using a black pen. Allow students a few minutes to complete this.

Next invite students to share their ideas with the class, and write their responses onto the board using point form. If the concepts from the definition written below do not come from the class, invite them to write it under their own ideas on their Student Worksheet.

Step 2.

Organise students into groups of 4 and direct each group to the fictional scenario below (also available on the Student Worksheet):

Sophie is worried about her older brother Joseph, who has been having a difficult time. He has started withdrawing, barely eating and sleeping more than usual. He’s been sneaking out of home at night, but he thinks no one knows. Sophie speaks to him about her concerns, but Joseph makes her promise not to tell their parents because they are stressed and under pressure at work to ensure they have enough money to make mortgage repayments and feed the family. Sophie honours his wishes by not speaking up or seeking help from their parents.

Encourage group members to discuss the consequences of Sophie not sharing her brother's secret by responding to the statement:

To encourage students to think more deeply about the impact of Sophie’s decision, you may choose to give students the following prompt questions below (also available on the Student Worksheet).

How might Joseph and Sophie feel in this situation?
How might the situation impact the relationship between Joseph and Sophie?
What impact is Joseph and Sophie’s parents' current work situation having on Joseph?
What is stopping Sophie from speaking up?
What may happen if Sophie doesn’t speak up? Negative and positive impacts.
What may happen if Sophie does speak up? Negative and positive impacts.
How might Sophie feel if things get worse for Joseph?

The Emotions List from Life After The Oasis – The Impact Of Addiction lesson, could be useful to help students identify a range of emotions that each person involved may experience.

Step 3.

Once complete, invite students to share what their groups discussed and how they responded to the prompt:

Through your discussion, remind students that if things are becoming too difficult for themselves or someone they care about, making a decision to seek help can be challenging. Coming to the realisation that you or someone else is going through a challenging time can be scary and difficult, so it's understandable that some people may take some time before deciding to seek help. Remind students about the school's available wellbeing structures and sources of support that may help them to make good decisions.

Part C: The Impact Of Trauma

Step 1.

Explain to students that the next part of the lesson will allow them to start exploring the impact that trauma can have on a person’s sense of belonging, trust and relationships.

Draw students' attention to the definitions of belonging, trust and relationships on the Student Worksheet (also below). Read through each and encourage students to consider the impact that relationships may have on a person’s sense of belonging and trust.

Belonging

Having a sense of belonging allows us to feel:

valued, needed, and accepted by others
safer
that our beliefs are valid
that our efforts are worthwhile
comforted by being with others who share our interests and values. (Source)

Trust

To believe that someone is good and honest and will not harm you, or that something is safe and reliable.

Relationships

The way in which two or more people or things are connected, or the state of being connected. (Source)

Step 2.

Using the groups from the previous scenario activity, provide each group with a copy of the Healthy/Unhealthy Relationships Table.

Invite students to read through the list of healthy and unhealthy characteristics and select one characteristic from the healthy column and one from the unhealthy column that they would like to investigate further.

Provide the following questions to help guide group discussion about belonging and trust in relationships (questions also available on the Student Worksheet):

Why is this characteristic healthy or unhealthy?
What impact could this characteristic have on belonging?
What impact could this characteristic have on trust in a relationship?

Step 3.

Invite each group to share with the class the characteristic they discussed and the impact that it has on belonging and trust in relationships.

For example, the characteristic of “have activities apart from each other” is healthy as it provides opportunities for individuals to meet with other people and participate in things that they enjoy. It also opens up opportunities to belong to a range of support networks or groups that have common interests. By being apart from others, individuals can be trusted to make decisions and do things independently.

Finally, it is important to remind students that relationships are a necessary part of healthy living, but there is no such thing as a perfect relationship. All relationships have the potential to enrich our lives and add enjoyment to our lives. However, these same relationships can cause discomfort, and sometimes even harm. All relationships will include some of the healthy and unhealthy characteristics at times; however, unhealthy relationships will exhibit these characteristics more frequently and cause stress and pressure that is hard to avoid. This tension is unhealthy for both members of the relationship, and may lead to problems in other areas of a person’s life.

Part D: Case Study – Intergenerational Trauma

Step 1.

Explain to students that they will soon be watching a clip from Life After The Oasis featuring Chris. This documentary revisits 'Chris’ Story' from the original 2008 documentary The Oasis, and shows how opportunities and experiences have shaped his life over the last ten years. Before you begin watching, remind students that the clip they are about to see features real people courageously sharing their stories.

Direct student to the See, Think, Feel, Wonder questions on the Student Worksheet, and read through the prompts as seen below before watching the clip. Explain that this is an opportunity for students to reflect on intergenerational trauma.

Note: It may be helpful to remind students that intergenerational trauma is passed down from one generation to the next, by people who directly experienced or witnessed traumatic events - such as war, colonisation, family violence, or accidents - to future generations. It can be passed on through parenting practices, behavioural problems, violence, harmful substance use and mental health issues.

Step 2.

Watch following the clip featuring Chris:

Chris' Story (https://vimeo.com/346342828/d608c65afb)

When finished, allow students a few minutes to complete their responses on the 'See, Think, Feel and Wonder' questions, then share their observations with the class. You may choose to write student responses onto the board for everyone to see.

Step 3.

Now invite students to form a pair and read the following two statements made by Chris and his mother about the impact of intergenerational trauma (also available on the Student Worksheet):

Chris: “Not that it was Mum’s fault, and Mum didn’t want me to have a rough childhood but it just came across that nobody cared, no one cared enough for me. Some people fall into a rut, I’d say. Where they have a rough childhood themselves, and they end up showing their children a rough childhood – not intentionally. But that’s how they were brought up, and that’s the way they think the world works.”
Chris’s Mum: “When Chris was 8 I was living with Lawrence and he didn’t get on with Christopher at all. One night they had a big argument and he kicked Chris out of the house. When I went to let him back in Lawrence said if you let him back in, you can go with him. I had 3 other kids in the house, I was torn between three and one. I believe he destroyed Chris’s life from that day.”

Encourage students to work together to annotate the quotes to show where Chris's sense of belonging and trust in his childhood relationships were damaged.

Once complete, invite each pair to join another pair to create a group of four. In this new group, ask students to share their ideas about the impact that intergenerational trauma has had on Chris and his life.

Step 4.

When this activity is complete, make some time to ensure that students are aware that they can positively impact people's lives through the choices they make. Simple positive actions can impact on a person’s sense of belonging, trust in others and relationships and are important when they have been damaged and/or are negative. For example, you can help someone feel accepted by smiling or saying hello to them each morning.

To ensure students understand the impact that they can have on others, invite students to think of a situation where:

they have had a positive impact on another person’s sense of belonging, trust or relationship, OR
someone has had a positive impact on their sense of belonging, trust or relationship.

This can be recorded on the Students Worksheet as a personal reflection or through a Think-Pair-Share visible thinking routine.

Reflection

From the information presented in the lesson and students' own understandings of the impact that trauma has on a person’s sense of belonging, trust and relationships, ask students to complete the Headlines visible thinking routine.

Explain to student that they will now write a headline that captures what they feel is the most important aspect from the lesson that should be remembered. Encourage students to look back over the activities completed, and their notes about healthy and unhealthy characteristics to help form their headline. Give students a few minutes to write their response on their Student Worksheet.

Once all students have attempted their headline, invite students to share their headline with the person sitting next to them. Then ask if anyone heard an interesting headline that sums up the important aspects of the lesson and to share it with the class.

Differentiated Learning

Extension – Students could refer to the headlines created in their reflections, and create a series of health promotion strategies to support their school community. It may include, but is not limited to posters, PowerPoint, in-class presentations, submissions to the school newsletter, addressing the teaching staff in their meetings and/or sharing their ideas with their families.

Provisions for Learning Support – Ensure that student groups are of mixed ability so that those requiring encouragement and clarification around the content covered throughout the lesson can do so with their peers. Provide opportunities for students to draw images to demonstrate their understanding about trauma, and/or share their ideas verbally.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Life After The Oasis - Healthy Relationships

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