3 Steps To Help Kids Process Traumatic Events | Kristen Nguyen | TED

翻译人员: Sophia Ye 校对人员: Bruce Wang

Think back.

回头想想。

Where were you in May of 2020?

2020年5月的时候你在哪里？

Like many other educators,

和许多其他教育人士一样，

I was preparing to close out the most unique school year

我正准备结束我教师生涯中

in my time as a teacher,

最特殊的一学年，

after spending the past couple of months

在过去几个月，

trying to figure out how to teach online from my kitchen table

搞定如何在厨房上网课的同时

while also navigating the uncertainty and trauma

面对席卷全球的病毒带来的

of a global health pandemic.

不确定性与心理阴影

And then on May 25, 2020,

然后2020年5月25日，

George Floyd was murdered in police custody in Minneapolis.

乔治弗洛伊德被谋杀 在明尼阿波利斯被警察拘留。

In the wake of this tragedy

在这场悲剧之

and the days of civil unrest that followed,

和不公正的日子后

my colleagues and I realized

我和我的同事们意识到

we couldn't just keep showing up to our virtual classes

我们不能只在线上课

to teach math and science and reading and writing

教数学和科学 和阅读和写作

as if everything was fine.

仿佛什么都没发生

And so we gathered on Zoom one morning to face an urgent question:

于是有一天早上我们聚集在 Zoom 上 面对一个紧迫的问题：

What do we say to the kids?

我们要如何向孩子们解释

Since that day,

从那天起

I've started reflecting on more moments like this.

我开始反省 在更多这样的时刻

Growing up in the '80s and '90s,

在八十九十年代长大

I remember my parents telling me about two specific dates

我记得我父母对我讲两个特殊的日子

where they remember exactly where they were

他们清楚地记得

and exactly what they were doing.

他们身处何地在做何事

These were the dates that president John F. Kennedy

他们记得约翰·菲茨杰拉德·肯尼迪遇刺 [1963 年 11 月 22 日]

and Dr. Martin Luther King, Jr. were assassinated.

和马丁·路德·金遇刺那天 [1968 年 4 月 4 日]

A generation later,

一代人过去

these memorable events for me were the Columbine school shooting

我记得的日子是哥伦拜恩学校枪击案 [1999 年 4 月 20 日]

and September 11, 2001.

和 2001 年 9 月 11 日 [双塔遭到袭击]

The more I reflected on these "where were you when" moments,

我越是反省这些 “你什么时候在哪里”的时刻，

both as a teacher

作为一名教师

and then later as a social and emotional learning specialist,

和社会 和情绪学习专家，

I realized that they share distinct characteristics.

我意识到他们分享 鲜明的特点。

They're collectively experienced.

他们共同经历。

They're disruptive to daily life

他们扰乱日常生活

and often they cause a shift in beliefs,

通常它们会导致信念的转变，

behaviors or even policies.

行为,和政策。

And today's young people,

今天的年轻人

perhaps due to globalization or social media,

可能是因为全球化 或社交媒体，

may be faced with even more of them.

可能会面临更多这样的问题。

And so educators like me, I assumed, must be faced with even more of these

所以像我这样的教育工作者，我想， 必须面对更多这些

"What do we say to the kids?" moments too.

“我们对孩子们说什么?” 时刻也是有的。

So I've actually done quite a bit of study of this question

其实我在这方面做了一定的研究

and I'm going to tell you what we say to the kids.

我来告诉你要如何回应

And not just for educators,

不只是针对教育人士

but for parents and caregivers

还针对父母以及监护人

and anyone who interacts with or supports young people.

以及

In my doctoral research,

在我的博士研究期间

I came to call these moments consciousness-shifting current events,

我开始称这些时刻为 改变思想的当下事件

which are occurrences that have a profound collective impact

是有 深远的集体影响

on the community, state or nation where they take place

它对社区、州和国家产生重大影响。

and usually cause a change in awareness,

通常会引起意识的改变，

attitude or behavior among those impacted by it.

态度或行为 在受其影响的人中。

I'm going to share the insights from my research with you today,

今天我将给你们分享我研究的重点

but I have to first offer a disclaimer that, since it’s not yet published --

但我得先讲清楚 这篇研究还没发表

hope to do that this spring --

打算这个春天

I am going to focus on general broad conclusions

我要专注 关于一般广泛的结论

and leave out any personal details

省去可能暴露参与者个人信息的部分

that could be used to identify my participants.

所以他们就不会暴露

And so with that in mind,

好的,

the first broad conclusion I want to share with you

第一件事 我想和你分享是

is that silence is not an option.

沉默不是选择

The educators I spoke to told me

我对话过的教育者对我说

that it was a moral imperative to address these events with students.

讨论这些话题对学生很重要

If it wasn't clear before,

如果之前不清楚，

the era of COVID-19 has made it clear now

现在新冠病毒让我们明白

that education is an essential industry.

教育是个必须的行业

And as front line workers,

作为一线工作者

educators are tasked with more than teaching.

教育人士的工作不只在于教书育人

They're responsible for supporting the physical

还在于支持

and emotional well-being of students

学生的身心健康

amidst a wide variety of social crises and collective traumas:

在各种各样的社会危机中:

natural disasters,

灾难，

civil unrest,

内乱，

racial injustice,

种族不公，

community violence,

暴力，

and of course, a global pandemic.

当然，还有全球大流行病。

All of the educators in my study expressed some degree of self-doubt

我研究涉及的教育人士 都发表了一定程度的自我怀疑

and a lack of confidence addressing these topics with students.

以及对于向学生们提及相关话题一事缺少自信

Yet, in the stories they shared

他们分享的故事里

and the strategies that they shared with one another,

以及互相分享的对策

I discovered that actually most educators

我发现大多数教育人士

actually do have an implicit understanding

实际上确实有一种隐含的理解

of what needs to happen in those moments

在那些时刻需要发生什么

to get students back to a place of learning.

帮助学生找回学习的初衷

And so today I'm going to share with you the three key moves

所以今天我将给你们分享我观察到

that I saw educators making,

教育者们实践的三个关键步骤

the steps they took to facilitate community healing

他们付出的努力 说服人们去康复

in their schools and classrooms.

在他们的学校和教室里。

First, they sought to restore a sense of safety.

第一点 他们重塑安全感

Now here's what this looks like.

具体表现在

In one classroom,

在一间教室里

it meant facilitating breathing and mindfulness exercises

这意味着

to help students self-regulate,

帮助学生自我调节，

to soothe the fight-or-flight regions of their brain

平息战斗或逃跑 他们大脑的区域

that had been activated

因为

after a tornado swept through their region

最近的龙卷风

and destroyed a nearby town.

摧毁了附近的一个城镇。

Another educator told me about a student

另一位教育工作者告诉我一个学生,

who was a refugee from a country in political upheaval

是一个国家的难民 在政治动荡中,

and on the day of the US capitol insurrection,

那天在美国 国会大厦起义，

this student was particularly distraught and inconsolable

这个学生特别 心烦意乱

in comparison to her peers

与她的同学相比

because her belief that the turmoil she had left behind in her home country

因为她相信她已经离开了这,

could not and would not happen here

于是这不会发生在这里

had been shattered.

但它仍然发生了。

She was worried that her parents were unsafe

她担心她父母的人身安全

and she wasn't going to be reunited with them

以及她放学后

at the end of a school day.

能否与他们团聚

So the teacher reassured this student

这位老师再三向这位学生保证

that she and her family were not in any physical danger.

她和她的家人没有人身安全的威胁

And then took out a map of the United States

然后拿出一张美国地图

to demonstrate that although, yes, what was happening in DC

向她展示虽然事发地华盛顿

was in the same country,

与她所在的地区属于同一个国家

it was nearly 3,000 miles away.

但两者相距三千英里

By focusing on safety and security,

把注意力放在安全上

these educators prioritize what Maslow tells us are our basic human needs.

这些教育者

The lesson I learned here

从这里我学到了

is that when bad things happen,

坏事总会发生

we don't jump right to analyzing the root causes that got us here.

我们不急着分析陷入困境的根本原因

We don't try to figure out who's to blame or even how to fix it yet.

也不急着责怪谁或是寻找解决方法

We simply try to hold it together

我们只是想把它放在一起

and make sure our people are protected.

确保先保护好我们的人

But of course we don't and we can't stop there.

当然我们要做的不止于此

After restoring physical or psychological safety,

在重塑身心的安全感之后

educators engage in heart work.

教育者

That is, they tend to emotions,

也就是情感

both their own and those of their students.

包括他们自己的以及学生们的

This often involves with educators modeling their own vulnerability,

这一点通常涉及教育者

admitting they're scared or uncertain

承认他们自己也很害怕或是不确定

or don't have all the answers and feel anxious about that.

或者说对很多问题没有答案且因此而焦虑

It also involves creating space for students to do the same.

这里还包括为学生们创造空间

Many of the educators in my study talked about using talking circles

我的很多伙伴 谈到使用谈话圈

as a way for students to process what they're going through

作为学生谈论他们的问题的一种方式,

without judgment.

不会被其他人批评

One told me about using a virtual talking circle

有人告诉我关于使用 电脑谈话圈

for both adults and young people

给成年人和年轻人用

to navigate feelings of grief and loss and fear associated with coronavirus.

他们可以用它来谈论悲伤和失落 和对冠状病毒的恐惧。

A theater arts teacher shared with me

一位戏剧艺术老师与我谈论

how she helped students process the death of a classmate.

她如何帮助学生处理 一个同学的死。

Realizing that students didn't feel comfortable talking openly,

意识到学生没有感觉 坦诚相待，

she led them in a silent activity to create artistic representations

她让他们创造

of their thoughts and emotions.

自己的思想和情感的艺术表现。

Now heart work can be hard work,

现在心灵工作可能是艰苦的工作，

but here's why it matters.

但这就是为什么它很重要。

When we navigate our emotions,

当我们驾驭自己的情绪时，

it moves us from that survival part of our brain

它会让我们远离生存在

to a more emotionally regulated state.

我们大脑的一部分进入更情绪调节的状态。

And do you know what else is possible

你知道当我们

when we're operating from that calmer state?

处于更平静的状态时还会发生什么吗？

Connection.

联系。

Love.

爱。

Belonging. Community.

适应。朋友圈。

So it's by reinforcing and strengthening the relationships

因此，只有加强我们彼此之间的关系;

that we have with one another

我们才

that we get through the hard times.

能度过难关。

It's how we develop positive coping strategies and ultimately resilience.

这就是我们如何发展积极应对 战略和最终的弹性。

And this connection,

而这种联系，

this sense of “we’re all in this together,”

这种感觉 “我们都在一起”

is what cultivates hope

是培养希望的方式

and leads us to the final step:

我们接下来进行最后一步：

empowering action.

激励行动。

Now we've seen this many times in various social movements

现在我们已经看到很多次了在各种社会运动中，

but powerful and inspiring action is happening on smaller scales

强大而鼓舞人心的行动发

and without social media coverage in classrooms and schools all over.

但发生的规模较小且没有社交媒体报道在教室和学校里。

In the days after 9/11,

在 9/11 之后的日子里，

a teacher took a page from the “Mister Rogers’ Playbook”

一位老师拿了一页 从“罗杰斯先生的书”

by looking for and honoring the helpers.

中寻找并表彰帮助者。

The teacher talked about firefighters and first responders.

老师谈论消防员 和急救人员。

Faith leaders from a variety of religions.

来自各种宗教的信仰领袖

Everyday people providing food, shelter and support to their neighbors.

人们每天都在提供食物、住所 并支持他们的邻居。

The day after the 2016 presidential election of Donald Trump,

2016 年总统大选后的第二天 唐纳德特朗普的选举，

students whose families were primarily undocumented

学生的家庭 主要是没有证件的人

expressed rage and terror,

表达了愤怒和恐惧，

fearing that their families and they would soon be deported.

担心他们的家人 他们很快就会被驱逐出境。

Recognizing their sense of helplessness and hopelessness,

意识到他们的意义 无奈绝望，

their teacher went to work creating opportunities for students

老师前去帮忙 为学生创造学习如何

to learn about how to get involved in political advocacy and activism.

参与的机会 在政治宣传和激进主义方面。

And when community violence took away students' outdoor recess

而当暴力 由于认为太不安全，

because it was deemed too unsafe,

取消了学生的户外休息时间，

they started a podcast.

他们开始播客。

And they used that platform to raise awareness,

他们使用了那个平台 提高认识，

build support among community leaders

在社区领袖中建立支持并计划

and plan a peace march.

和平游行。

What's key here is that we don't let ourselves or our people

这里的关键是我们不让 我们自己或朋友和家人

get stuck in the yuck.

陷入困境。

Rather than dwelling in despair, we mobilize.

而不是居住 在绝望中，我们动员起来。

We reject helplessness and deficit-based thinking

我们拒绝无助 和基于赤字的思维，

and harness our individual

并利用我们的个人

and community assets

和社区资产

to advocate and agitate for change.

来倡导和鼓动变革。

Ginwright calls this healing-centered engagement

金赖特称之为 以治疗为中心的参与，

and tells us that this approach to addressing trauma

并告诉我们这种方法

requires a different question that moves beyond

解决创伤需要的不仅仅是问

"what happened to you," to "what's right with you."

“你发生了什么事”， 或“你怎么了”。

And it looks at those affected by trauma

受创伤影响的人

as agents in the creation of their own well-being.

也有责任获得 他们自己的幸福。

The idea here is that it's by finding what's right with all of us,

这里的想法是，

our collective strengths,

它是通过找到 我们所有人的正确之处，

that we can begin to heal and transform

我们的集体力量，

ourselves and our communities.

我们自己和我们的社区。

And so I return once more to the question,

所以我再次回到这个问题，

“what do we say to the kids?”

“我们对孩子们说什么？”

We say to the kids

我们对孩子们说

that it's okay to feel scared and vulnerable.

感觉 害怕和脆弱是正常的

We say to the kids that our safety was taken from us,

我们对孩子们说 我们的安全被夺走了，

but we will together create safety once again.

但我们会在一起 再次创造安全。

We say to the kids that it's time to start the heart work

我们对孩子们说是时候了 开始努力

and we will show them how to do it.

我们会告诉他们如何去做。

We tell them to keep feeling

我们告诉他们要保持感觉

because our feelings are what makes us human

因为我们的感受 是什么让我们成为人类

and what will help heal us.

并将帮助治愈我们。

And finally, we say to the kids

最后，我们对孩子们说

that we must rebuild together through action.

我们必须努力互相帮助

Each and every one of us.

我们每一个人。

Today, I hope you will feel empowered,

今天，我希望你能感受到力量，

I hope we will all feel empowered,

我希望我们都能感受到力量，

to support our communities, our educators

支持我们的社区、我们的教育工作者

and our young people in healing.

和我们的年轻人康复。

And so the next time a consciousness-shifting event happens,

所以下一次 坏事发生时，

we'll not only know what to say,

我们不仅知道如何回应

we'll know what to do,

还知道如何应对

and we'll know how to be.

以及如何

Thank you.

谢谢

(Applause)

(掌声)