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

譯者: Lilian Chiu 審譯者: 麗玲 辛

Think back.

回想一下，

Where were you in May of 2020?

2020 年五月時，你在哪裡？

Like many other educators,

和許多其他老師一樣，

I was preparing to close out the most unique school year

我那時正在準備結束 我教職生涯最獨特的一學年，

in my time as a teacher,

after spending the past couple of months

那之前的幾個月都在設法 從我的廚房餐桌進行線上教學，

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

while also navigating the uncertainty and trauma

同時還要在全球疫情的 不確定性和創傷中找到方向。

of a global health pandemic.

And then on May 25, 2020,

接著，

2020 年五月二十五日，

George Floyd was murdered in police custody in Minneapolis.

喬治‧佛洛伊德在被警方 拘捕時遭到殺害，

地點在明尼亞波利斯。

In the wake of this tragedy

經過了這場悲劇以及 後續社會動亂的日子，

and the days of civil unrest that followed,

my colleagues and I realized

我和我同事了解到，我們 不能只是上線上課程，

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

to teach math and science and reading and writing

教數學、科學、閱讀、寫作，

as if everything was fine.

彷彿一切都沒事。

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

一天早上，我們聚在 Zoom 上， 正視這個迫切的問題：

What do we say to the kids?

我們要怎麼跟孩子說？

Since that day,

那天起，

I've started reflecting on more moments like this.

我便開始深思更多像這樣的時刻。

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

我在 1980、1990 年代 長大，我記得父母告訴我

I remember my parents telling me about two specific dates

他們能確切記得兩個日子， 當時他們人在哪裡、在做什麼：

where they remember exactly where they were

and exactly what they were doing.

These were the dates that president John F. Kennedy

那就是甘迺迪總統 和金恩博士被刺殺的日子。

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

A generation later,

一個世代後，

these memorable events for me were the Columbine school shooting

對我而言，這類難忘懷的事件

則是科倫拜校園槍擊

and September 11, 2001.

以及 2001 年的九一一事件。

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

我越是去思考這些 「發生時你在哪裡」的時刻，

both as a teacher

身為老師，以及後來成為 社會及情緒學習專家，

and then later as a social and emotional learning specialist,

I realized that they share distinct characteristics.

我發現，它們都有共同的明顯特性。

They're collectively experienced.

這些時刻是集體的經歷、 打斷了日常生活，

They're disruptive to daily life

and often they cause a shift in beliefs,

而且通常會造成信念、 行為，或甚至政策的轉變。

behaviors or even policies.

And today's young people,

現今的年輕人，

perhaps due to globalization or social media,

可能是因為全球化 或社群媒體的關係，

may be faced with even more of them.

也許要面對更多這種事件。

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

因此我猜想，老師們 跟我一樣，更常需要面對

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

這種「要怎麼跟孩子說」的時刻。

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

所以我針對這個問題 做了相當不少研究，

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

我會告訴各位我們怎麼跟孩子說。

And not just for educators,

不只是要讓老師們知道，

but for parents and caregivers

還有父母、照顧者，

and anyone who interacts with or supports young people.

以及任何和年輕人互動 或支持他們的人。

In my doctoral research,

在我的博士研究中， 我把這些時刻稱為

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

改變意識的時事，

which are occurrences that have a profound collective impact

也就是某件時事，對發生的所在地，

on the community, state or nation where they take place

如社區、州、國家， 產生深刻的集體衝擊。

and usually cause a change in awareness,

且通常會造成受其衝擊者的 意識、態度，或行為上的改變。

attitude or behavior among those impacted by it.

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

今天我會和大家分享 我研究發現的洞見，

但我得先做個聲明， 因為它尚未被刊出——

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

hope to do that this spring --

希望今年春天會刊出——

I am going to focus on general broad conclusions

所以我會把焦點放在 一般性且廣泛的結論，

and leave out any personal details

任何可用來辨識出 參與者的個人細節都會省略。

that could be used to identify my participants.

And so with that in mind,

在這個前提之下，

the first broad conclusion I want to share with you

我要和大家分享的第一個廣泛結論

is that silence is not an option.

就是：不可以選擇沉默。

The educators I spoke to told me

和我談過的老師們告訴我，

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

在道德上，對學生說明 這些事件是必須的。

也許以前我們還不清楚，

If it wasn't clear before,

the era of COVID-19 has made it clear now

新冠疫情時代已經 很清楚地讓我們知道

that education is an essential industry.

教育是很重要的產業。

And as front line workers,

身為前線工作者，

educators are tasked with more than teaching.

老師的工作不只是教學。

They're responsible for supporting the physical

他們有責任要支持 學生的生理和情緒健康，

and emotional well-being of students

amidst a wide variety of social crises and collective traumas:

在各式各樣的社會危機 和集體創傷中支持他們，

natural disasters,

包括天然災害、

civil unrest,

社會動亂、

racial injustice,

種族不公、

community violence,

社區暴力，

and of course, a global pandemic.

當然，還有全球疫情。

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

我研究中的老師們都表達了

某種程度的自我懷疑

and a lack of confidence addressing these topics with students.

以及缺乏向學生說明這些主題的信心。

Yet, in the stories they shared

但，在他們分享的故事中，

and the strategies that they shared with one another,

以及和彼此分享的策略中，

I discovered that actually most educators

我發現，事實上，

大部分老師其實都隱約了解，

actually do have an implicit understanding

of what needs to happen in those moments

知道在那些時刻必須做什麼 才能讓學生回到學習上。

to get students back to a place of learning.

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

今天我要分享三項重要對策， 都是我看到老師們在做的，

that I saw educators making,

the steps they took to facilitate community healing

他們在學校及教室裡採取的步驟，

in their schools and classrooms.

以促進社區療癒。

First, they sought to restore a sense of safety.

第一，

他們試圖恢復安全感。

Now here's what this looks like.

實際做法是像這樣的：

In one classroom,

在教室裡推動呼吸及正念練習，

it meant facilitating breathing and mindfulness exercises

to help students self-regulate,

來協助學生做自我調整，

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

讓他們大腦中已被啟動的 「戰或逃」區域緩和下來，

that had been activated

after a tornado swept through their region

起因是龍捲風襲擊了他們 那一區，毀滅了鄰近的小鎮。

and destroyed a nearby town.

Another educator told me about a student

另一位老師

跟我談到有一名學生是 來自政治動亂國家的難民，

who was a refugee from a country in political upheaval

and on the day of the US capitol insurrection,

在國會大廈襲擊事件的那一天，

this student was particularly distraught and inconsolable

和同儕相比，這名學生顯得 特別心煩意亂且沮喪，

in comparison to her peers

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

因為她本來以為， 她離開祖國所脫離的混亂

could not and would not happen here

不可能也不會在這裡發生，

had been shattered.

這個信念破滅了。

She was worried that her parents were unsafe

她很擔心

她的父母不安全，那天放學後 她會無法和他們相聚。

and she wasn't going to be reunited with them

at the end of a school day.

So the teacher reassured this student

所以這位老師向這位學生再三保證

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

她和她的家人並沒有任何實體危險。

And then took out a map of the United States

接著，老師拿出美國地圖，

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

說明在華盛頓特區的事件 的確是發生在美國，

was in the same country,

it was nearly 3,000 miles away.

但那是遠在三千哩之外。

By focusing on safety and security,

這些老師把焦點放在安全和安心上，

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

優先考量馬斯洛所說的 人類基本需求。

The lesson I learned here

我從這裡學到的

is that when bad things happen,

是當壞事發生時，

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

我們不要馬上跳進去分析 我們走到這一步的根本原因。

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

我們也還不必找罪魁禍首 或甚至想辦法補救。

We simply try to hold it together

我們只要先穩住，

and make sure our people are protected.

確保每個人都安全無虞。

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

但，當然，我們不會 也不能就只做到這一步。

After restoring physical or psychological safety,

在確定身體及心理的安全之後，

educators engage in heart work.

老師會投入心理建設工作。

That is, they tend to emotions,

也就是說，

他們會去照顧自己以及學生的情緒。

both their own and those of their students.

This often involves with educators modeling their own vulnerability,

這時通常就需要老師們做模範， 展現出自己的脆弱，

admitting they're scared or uncertain

坦承他們也會害怕，

感到不確定，

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

也會因為不清楚情況而焦慮。

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

同時也給予學生空間這麼做。

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

在我的研究中，許多老師 都提到運用「談話圈」，

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

這種方式能幫助學生消化 他們的經歷，且不做評斷。

without judgment.

One told me about using a virtual talking circle

有一個人跟我談到

利用線上談話圈，協助成人及年青人

for both adults and young people

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

處理和新冠疫情帶來的悲慟、 失去，及恐懼等感受。

A theater arts teacher shared with me

有位劇場藝術老師告訴我

how she helped students process the death of a classmate.

她如何協助學生面對一位同學的死亡。

Realizing that students didn't feel comfortable talking openly,

當她知道學生無法 自在地公開談論此事，

she led them in a silent activity to create artistic representations

她帶領他們進行一項沉默的活動，

將他們的想法和情緒 創作成藝術作品呈現。

of their thoughts and emotions.

Now heart work can be hard work,

心理建設工作通常很不容易，

but here's why it matters.

但這很重要，原因如下：

When we navigate our emotions,

當我們處理我們的情緒時，

it moves us from that survival part of our brain

就能讓大腦從求生存的狀態

to a more emotionally regulated state.

進入比較能控管情緒的狀態。

And do you know what else is possible

在這種比較平靜的狀態運作， 還能帶來哪些可能性呢？

when we're operating from that calmer state?

Connection.

連結、

Love.

愛、

Belonging. Community.

歸屬、社區。

So it's by reinforcing and strengthening the relationships

透過強化和鞏固彼此的關係，

that we have with one another

that we get through the hard times.

我們才能度過艱難的時期。

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

這樣我們才能發展出 正面的因應策略，

最終，形成韌性。

And this connection,

這種連結，這種「我們 同在一條船上」的感覺，

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

is what cultivates hope

能夠培養出希望，

and leads us to the final step:

並引領我們到最後一個步驟：

empowering action.

產生力量的行動。

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

在各種社會運動中， 我們已經見證過很多次，

but powerful and inspiring action is happening on smaller scales

即使規模小，鼓舞人心的 強大行動在進行，

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

在教室和學校各處都有， 只是沒被社群媒體報導出來。

In the days after 9/11,

九一一事件後，

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

有位老師模仿 《羅傑斯先生的劇本》，

by looking for and honoring the helpers.

尋找在幫忙的人並向他們致敬。

The teacher talked about firefighters and first responders.

這位老師談到消防隊員 和第一線應變人員、

Faith leaders from a variety of religions.

各種宗教的信仰領袖、

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

為鄰居提供食物、棲身之處、 和支持的市井小民。

The day after the 2016 presidential election of Donald Trump,

2016 年川普當選的 總統大選日之後，

students whose families were primarily undocumented

有些學生的家人多半是無證移民，

expressed rage and terror,

他們表達了憤怒和恐懼，

fearing that their families and they would soon be deported.

擔心自己和家人很快就會被驅逐。

Recognizing their sense of helplessness and hopelessness,

因為知道學生感到無助和無望，

their teacher went to work creating opportunities for students

他們的老師便起身行動，創造機會

讓學生學習如何參與 政治倡議和行動。

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

And when community violence took away students' outdoor recess

當社區暴力導致學生不再 有戶外休息時間，

because it was deemed too unsafe,

因為戶外被認為太不安全了，

they started a podcast.

學生開始錄製播客節目。

And they used that platform to raise awareness,

運用這樣的平台來提升大眾的意識，

build support among community leaders

建立社區領袖之間的支持，

and plan a peace march.

並規劃了一次和平遊行。

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

這裡的關鍵在於，

我們不會讓自己或人們困在泥濘中。

get stuck in the yuck.

我們動員起來，而不是陷入絕望。

Rather than dwelling in despair, we mobilize.

We reject helplessness and deficit-based thinking

我們拒絕無助感

及缺陷思維，

and harness our individual

利用我們個人的以及社區的資產

and community assets

to advocate and agitate for change.

來提倡和鼓動改變。

Ginwright calls this healing-centered engagement

金萊特稱之為以療癒為中心的投入，

and tells us that this approach to addressing trauma

並告訴我們，這個處理創傷的方法

requires a different question that moves beyond

需要問不一樣的問題， 不再問「發生了什麼事」，

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

改問「你認為怎樣才是對的」。

And it looks at those affected by trauma

這個方式是把受創傷 影響的人視為行動者，

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

能夠去創造他們自己的幸福。

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

這裡的概念

就是要找到什麼才是 對所有人都對的，

our collective strengths,

找到我們的集體力量，

that we can begin to heal and transform

我們才能夠開始療癒，

ourselves and our communities.

並改變自己以及社區。

And so I return once more to the question,

所以，

我要再次回到這個問題：

“what do we say to the kids?”

「我們怎麼跟孩子說？」

We say to the kids

我們對孩子說，

that it's okay to feel scared and vulnerable.

可以感到害怕和脆弱，沒有關係。

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

我們對孩子說， 我們的安全被奪走了，

but we will together create safety once again.

但我們會同心協力， 再次打造安全環境。

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

我們對孩子說， 該開始做心理建設了，

and we will show them how to do it.

我們會讓他們知道怎麼做。

We tell them to keep feeling

我們會告訴他們，要持續去感受， 因為我們是人，才會有感受，

because our feelings are what makes us human

and what will help heal us.

且感受會幫助我們療癒。

And finally, we say to the kids

最後，我們會對孩子說，

that we must rebuild together through action.

我們必須要透過行動， 一起重新建設，

Each and every one of us.

我們每個人。

Today, I hope you will feel empowered,

今天，我希望你感受到你有能力。

I hope we will all feel empowered,

我希望我們都覺得自己有能力，

to support our communities, our educators

去協助我們的社區、老師、 以及年輕人療癒。

and our young people in healing.

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

如此，下次有改變意識的時事發生時，

we'll not only know what to say,

我們不僅知道該說什麼，

we'll know what to do,

知道該做什麼，

and we'll know how to be.

也會知道如何走下去。

Thank you.

謝謝。

(Applause)

（掌聲）