Tagged With "Trauma-Sensitive"

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Get Lit Program at Learn4Life Charter Schools Ignites Passion for Poetry while Mending Hearts and Souls

Nevin Newell ·
Learn4Life students in Fresno carry hardship and experience trauma, many of them without ever having the opportunity to process what they have been through, let alone heal. The Get Lit program focuses on taking those personal traumas and turning them into poetry, giving students a voice and the confidence to use it. The trauma that Learn4Life students have analyzed in the class include issues with disabilities, mental and physical illnesses, physical and mental abuse, drug and alcohol...
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Houston Schools Closed: What Happens When Schools Restart?

Karen Gross ·
Please plan now for when schools re-open in Houston and surrounding area. It is not enough to just open the doors again.
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Houston Teachers Drafted to Become Trauma Counselors [dailybeast.com]

Laura Pinhey ·
As Houston ’s school district of more than 200,000 students scrambles to repair damaged schools before classes begin next week, they must also plan for traumatized students to enter the classroom. The Houston Independent School District is in the process of working with counsellors, nurses and social workers to develop a “mental health recovery plan” for the district’s hardest hit schools, according to a statement from HISD. In the meantime, Mental Health America of Greater Houston and...
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How childhood stress can impact mental health in adulthood [adn.com]

Leisa Irwin ·
How childhood stress can impact mental health in adulthood by Jill Burke, Alaska Dispatch News Extreme stress and young brains are a bad combination, something that sets in motion feelings and behaviors that can haunt us long into adulthood. And just in time for the school year, a new study may help explain why. The Duke University study used neuro-imaging to look at the biological effect of childhood stress on the adult brain. It's important research, because it parallels existing knowledge...
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Poetry in Motion: Drama Lit Team Preps for Spring Slams By Elisa Knoell Learn4Life Student

Nevin Newell ·
Imagine the power of putting a handful of kids together in a class to tell their stories in their own words—and earn credits in the process. This school year, Learn4Life’s Innovation High School (IHS) San Diego – Lakeside is offering a spoken word poetry course titled “Dramatic Literature”. The course engages youth in classic works of literature and empowers teens to take charge of their own futures and unearth their potential. Annabelle Reyes, a Drama Lit student, told how beneficial the...
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Privileged Thinking in Education Course Offered for Staff at Learn4Life

Nevin Newell ·
Teachers and staff at several northern Los Angeles County Learn4Life Resource Centers recently completed a Professional Development (PD) titled “Privileged Thinking in Education”. At this PD, staff learned that privileged thinking is defined as an imbalance of power, experience, and access to resources that influence our opinions on the actions of others. They also watched an eye-opening video , which showed how much privilege some have, without even realizing it. The staff also analyzed how...
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Reframing Undesired Behaviors as an Aspect of Learning, not Punishment

Nevin Newell ·
At the Chula Vista, National City, and Linda Vista resource centers of Learn4Life Innovation High School San Diego, only four students were suspended during the 2016-17 school year – less than 1 percent of the student population of more than 500 students. For the leadership team and staff at Innovation High School this rate was still too high. The team and staff embraced further training on restorative practices, positive behavior supports and interventions in order to better support student...
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Resilience registration is now open!

Rebecca Lewis-Pankratz ·
This conference is designed to bring educators, students, parents, pastors, community members, health departments, corrections and any other professions that deal with human capital, to the table of solutions and collaboration. This is Jim Sporleder's first national conference. Jim is the author of Implementing a Trauma-Informed School and the Principal of Lincoln High School in the award winning documentary Paper Tigers. resilience.essdack.org Here's the link to register:...
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Rural Oregon County Integrates ACEs Screening in School-Based Trauma-Informed Health Centers

Sylvia Paull ·
For the last two years, nearly all students referred for mental health services in seven school-based health centers in Deschutes County, OR, have taken the 10-question adverse childhood experiences (ACE) survey. It didn’t take long to realize why this was good idea. “The average ACE score for a student being seen by a Deschutes County clinician was 5 out of 10,” says Elizabeth Fitzgerald, supervisor of school-based health centers at Deschutes County Health Services.
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RYSE gathering: To promote healing from trauma, institutions need to stop seeing youth as the problem

A young man told clinical therapist Marissa Snoddy recently that when she calls him a leader, she got it all wrong. “He said, ‘I just came from Juvenile Hall,’ I’m not a leader.” But, she said, “We just kept giving him love. And we said, ‘You’re courageous for showing up and being here,’” The very fact that he was there, she explained, showed he was a leader. Snoddy related the anecdote recently for 80 people attending the Trauma and Learning Series launch led by Rising Youth for Social...
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School counselors take on at-home trauma in the classroom

Alyson Ferguson ·
Cristo Rey faculty get one full day a week to collaborate and strategize about how to meet the specific needs of individual students. (Bas Slabbers/for WHYY) By Kevin McCorry School counselor Pam Turner-Bunyon had been warned: This new, incoming student had a dark profile and was prone to very erratic behavior. "When he first came to us, he ran out of the building, the first day — the very first day — instead of coming in, he ran," she said. Turner-Bunyon learned what happened and...
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Sesame Street's Traumatic Experiences Website / First 5 CA Care, Cope Connect Resource

Alicia Doktor ·
Thanks to Alejandra Labrado from First 5 Sacramento for providing the links to these resources! Sesame Street's Traumatic Experiences: https://sesamestreetincommunities.org/topics/traumatic-experiences/ When a child endures a traumatic experience, the whole family feels the impact. But adults hold the power to help lessen its effects. Several factors can change the course of kids’ lives: feeling seen and heard by a caring adult, being patiently taught coping strategies and...
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Re: Do Children have a Right to be Safe ?

Leslie Lieberman ·
Dear Dawn, Thank you for this thoughtful, comprehensive and amazing compilation of information about safety. You have done a masterful job of uncovering how our various systems define safety and make excellent suggestions. You are to be commended! I do agree with your point that it is critical to keep the child at the center of our understanding of safety - however, I also think it's important to acknowledge that environmental safety (such as creating safe buildings and developing safe...
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Re: Do Children have a Right to be Safe ?

Daun Kauffman ·
Leslie Thank you for your many kind words ! Daun
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Re: Trauma Informed Schools: Part 2, Creating Trauma Informed Classrooms

Jim Sporleder ·
If not us educators to be that caring adult in that child or teenager's life...then who will fill that role? A school that will implement these trauma informed practices creates safety and consistent predictable outcomes. Another excellent article and example for us to understand we must circle around the students... not work from silos that cause confusion.
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Re: Buddy bench a big hit at Saskatoon's Willowgrove School

Deborah Bock ·
Thank you for the post about the Buddy Bench! It's such a simple intervention that has a powerful impact! And it's just the type of thing that a PTA would be delighted to fund. I am going to do my best to promote the idea in the Anchorage School District and beyond. Deborah Bock Anchorage, Alaska
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Re: Buddy bench a big hit at Saskatoon's Willowgrove School

Deborah Bock ·
When I Googled “Buddy Bench” I found a lot of information --- Second-Grader's Cure For Playground Loneliness: A Buddy Bench http://www.huffingtonpost.com/...bench_n_4378248.html Buddy Bench Creates a Safe Spot for Shy Classmates to Find Friends http://www.huffingtonpost.com/...e132e4b079b28189dcd2 WANTED: Playground Buddy http://www.tolerance.org/magaz...ted-playground-buddy Buddy Benches can be made by placing a sign on an existing bench. They are also available commercially from School...
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Re: Nowhere to Hide the Elephant in the [Class]room

Melissa Sadin ·
This is awesome information, Daun!! I especially like the part where you explain why teachers cannot become trauma-informed on their own. I'm reposting for ATN. Melissa
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Re: Nowhere to Hide the Elephant in the [Class]room

Daun Kauffman ·
Thank you so much Melissa !
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Re: Nowhere to Hide the Elephant in the [Class]room

Vincent J. Felitti, MD ·
Congratulations on an impressively well-organized and comprehensive presentation of a large mass of useful information! This might make a good DVD for widespread distribution.
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Re: Nowhere to Hide the Elephant in the [Class]room

Jim Sporleder ·
Outstanding article Daun, and great timing with school around the corner.
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Re: Nowhere to Hide the Elephant in the [Class]room

Daun Kauffman ·
Dr. Felitti, Thank you so much for your kind words and your suggestion. I am very honored and the DVD idea is quite intriguing! Daun Kauffman
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Re: Nowhere to Hide the Elephant in the [Class]room

Daun Kauffman ·
Thanks so much Jim! I appreciate all your support. Take care of those beautiful grandchildren :-)
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Re: How childhood stress can impact mental health in adulthood [adn.com]

Jennifer Fraser ·
This is an important article and the research is vital. Several things worry me however. I think we must stop using terms like "stress" when children are exposed to abusive adult acts: neglect, addiction etc. Stress is inaccurate in these circumstances and lets adults off the hook for their failure to properly care for children. Another thing that worries me: there is talk of "home" and "neighbourhood" which are important, but a child spends more time at school than in either. There is a...
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Re: Webinar- Trauma-Informed Instruction: The new foundation for a positive school climate

Leslie Hall ·
Will this Webinar be archived for those of us who cannot attend?
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Re: Webinar- Trauma-Informed Instruction: The new foundation for a positive school climate

The webinar was hosted by BloomBoard, I know they will send out a link to all who registered. I would bet if you didn't register but emailed them at info@bloomboard.com they might add you to the distribution list.
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Re: An Important Event for Anyone in Higher Education in the Philadelphia Region

robert hull ·
Interesting we have been teaching two graduate level classes for teachers on trauma informed care for several years. As well as a ceu class for teacher recertification. We use our text Supporting and educating traumatized students, Oxford university press. we have also been offering this class to all of the teachers working in the juvenile justice in the state of Ohio. we would be more than glad to share syllabi or other resources if there is an interest
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Re: LucidWitness: Increasing Public-Awareness of Developmental Trauma

Leslie Lieberman ·
This index is phenomenal Daun! Thank you for your continued commitment to and passion for creating trauma-informed schools and being part of the solution in spite of, or perhaps because of, the very hard work you do every day!
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Re: LucidWitness: Increasing Public-Awareness of Developmental Trauma

Daun Kauffman ·
Wow! Thanks so much Leslie!
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Re: CONNECTING WITH KIDS IN PAIN

Brandon Nelson Wait ·
Well stated and and good reminder for all of us! Something I like to practice: DRAWO2 D - All people want to be treated with Dignity R - All people want to be treated with Respect A - All people would rather be Asked than told what to do W - All people want to know Why they are being asked O - All people would rather have Options than threats 2 - All people want a 2nd chance to make things right
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Re: CONNECTING WITH KIDS IN PAIN

Jim Sporleder ·
Dysregulated adults working with dysregulated students is not a good combination for success. Excellent regulation strategies, thank you for sharing.
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Re: CONNECTING WITH KIDS IN PAIN

Julie Beem ·
Great tools! Thanks!
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Re: CONNECTING WITH KIDS IN PAIN

Andi Fetzner ·
I will be practicing this with some adults I know! Thank you for the practical tools and reminders on how to relate first!
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Re: Teaching Adult Wary Children and Youth

Jim Sporleder ·
Michael, a great article to advocate that we use a trauma informed lens to address our most chalenging students. We kick them out or remove them from school, because our system has a death grip on our traditional approach to school discipline which is based on fear. A change in our approach, will cause a change in our landscape. Very good article.
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Re: Teaching Adult Wary Children and Youth

Michael McKnight ·
Thanks Jim Sporleder. We have much work to do but I am finding many schools open to doing things differently!
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Re: Teaching Adult Wary Children and Youth

Daun Kauffman ·
Please share a PSA link to help grow public awareness of the impacts of developmental trauma. There are so many of us who’ve never heard of the overpowering, life-long impacts. Click HERE for links designed to use in social media: https://lucidwitness.com/2016/...dex-to-lucidwitness/
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Re: Education Summit

Thank you Melissa! We're all excited to learn through ATN's audio education summit. Thank you again for your gracious invitation to be interviewed along with so many esteemed colleagues!
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Re: Education Summit

Louise Godbold ·
This looks really exciting. Well done, ATN! Sending support from LA. Lou
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Re: Our Students: The Reality

Thanks for posting the link, Karen. The excerpt is well worth a read!
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Re: Taking ACEs to School: Trauma-Informed Approaches in Higher Education

Rene Howitt ·
This movement from "What is wrong with you" to "What happened to you" is such a great start. There is so much to be done. Working with current professionals in education, law enforcement, child welfare, medical and on and on is only the first step though. The study of ACEs science should be added to under graduate curriculum for any profession dealing with children or patients. As I think of this what about the text books at the high school level for psychology or sociology. Have any of...
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Re: Taking ACEs to School: Trauma-Informed Approaches in Higher Education

Andrew Anastasia ·
I'm hoping to connect with folks in higher ed. (community college education, in particular) who are interested in or currently using trauma lenses to help interpret big data (e.g. drop rates in dev. ed.). Also, because this site has so many resources, it's hard to find information for conferences, etc. Looks like there was one in 2016, but does anyone know if more are planned for 2017 and beyond? Thanks!
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Re: Resilience registration is now open!

Former Member ·
I am so excited to see this is happening. I will be there. And thank you all for what you are doing. Much love, Randa Fox, Not On Our Watch America Foundation 713-447-0489
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Re: Resilience registration is now open!

Former Member ·
I can't seem to register. I'll keep checking back. Randa
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Re: Resilience registration is now open!

Here's the registration link, Randa: http://resilience.essdack.org/registration/
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Re: PAX Good Behavior Game- Is anyone using it?

Alice McCaffrey ·
Thanks for asking. I represent an Anti-Drug Coalition that is extremely interested in the PAX model. So I've signed up to catch all of the replies as we continue to train our school systems in ACES and TIC, and attempt to provide resources and next steps for them.
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Re: The Focus Room: A Calming, Welcoming Space to Restore Receptivity and Readiness to Learn

Sara Komoroske ·
Would you be willing to share the referral/request form? I would love to see the reflection and restorative questions you use.
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Re: PAX Good Behavior Game- Is anyone using it?

Martha Merchant ·
Hi there, I've seen it introduced in a number of schools. I think that when practiced with fidelity it is equitable. I also think it can help promote some very good school skills. However it has also been my experience that educators rarely get the support that they need to continue doing it with fidelity. I encourage teachers to start slowly, and get support from the consultant as long as possible. I don't know about how it promotes resiliency. From my experience, it's mostly focused on...
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Re: The Focus Room: A Calming, Welcoming Space to Restore Receptivity and Readiness to Learn

Nevin Newell ·
Thank you for expressing your interest Sara. Please see the two attached documents. We primarily focus on helping students reflect on their needs and their behavior, while helping them to also consider the needs of their fellow students, community members, and the learning environment in general. Please let us know if you would like more information. Thank you!
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Re: Why Teach about Grief and Loss?

Thank you for this post. Yes. We all need some guidance on dealing with grief and loss. Waiting until it happens is NOT the best approach! This reminds me of the facts about healthcare in the documentary "Resilience." The US spends $3 trillion on healthcare and just 5% of that goes to prevention. We spend 13 years of life in school to learn about some aspects of life most of us will never need. I would venture to say less than 5% of that time goest to practical teaching about the ups and...
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Re: Failing Schools or Failing Paradigm ?

Roger Kluck ·
In response I'd like to share this article about a program I work with: http://www.theatlantic.com/nat...-nonviolence/277893/ Not spoken in this article - is this dramatic change - a 90% reduction in violence and police calls - came from training only the adults in the building. We changed how the adults interact with the kids and got these results! We've since returned to train the students also. Roger Kluck
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