Trauma Informed Practices to help us gain perspective

These slides are good to learn about trauma informed practices and help us to become more empathetic and understanding to the difficulties many people are experiencing.

1. TRAUMA INFORMED
PRACTICE
DAY 1

2. Learning Targets
1.You will understand trauma informed practices-the
research and brain development (background
knowledge)
2.You will have the skills and tools necessary to share
information about resilience building with your staff
(see the template)

3. ACEs RESEARCH

4. What are Adverse Childhood Experiences?
Adverse childhood experiences (ACEs) are potentially traumatic
events that can have negative, lasting effects on health and
well-being. These experiences range from physical, emotional, or
sexual abuse to growing up with domestic violence, substance
abuse, mental illness or parental loss.

5. Video: The ACE Study
“Adverse childhood experiences are common, destructive and have
an effect that often lasts for a lifetime.
They are the most important determination of the health and
well-being of our nation.”
Dr. Vincent Felitti

6. A Public Health Paradox
Many of our most common and intractable public
health problems are unconsciously attempted solutions
to personal problems dating back to childhood, buried
in time, and concealed by shame, by secrecy, and by
social taboos against exploring certain human
experiences.

7. Adverse Childhood Experiences determine the
likelihood of the ten most common causes of
death in the United States.

9. Impact of Trauma on Learning and Development


●Trauma can impair the acquisition of developmental competencies in: cognitive
functioning, emotional regulation, interpersonal relationships

●Brain is activated (alarm state); children feel vulnerable and unsafe. They cannot shift
to a calm state necessary for learning

●Children develop coping strategies that are not understood by the adults in their lives,
or by themselves, which often contribute to secondary problems, like disciplinary
actions

10. What’s Missing

11. Demographic Information Percent (N = 17,337)
Gender
Female 54.0%
Male 46.0%
Race/Ethnicity
White 74.8%
Hispanic/Latino 11.2%
Asian/Pacific Islander 7.2%
African-American 4.5%
Other 2.3%
Age (years)
19-29 5.3%
30-39 9.8%
40-49 18.6%
50-59 19.9%
60 and over 46.4%
Education
Not High School Graduate7.2%
High School Graduate 17.6%
Some College 35.9%
College Graduate or Higher39.3%

12. How do we think about trauma?
Abuse: Physical, Emotional, Sexual
Neglect: Physical, Emotional
Household dysfunction: Mental Illness, incarceration, violence,
substance abuse, divorce

What else?
Historical trauma, community stressors, personal victimization, economic hardship,
exposure to adult themes and criminal behavior, bullying…….

13. Take the ACEs Survey

14. Your survey results will be completely anonymous.

Poll Everywhere:

PollEv.com/AMYTIDWELL809

15. Now the Resilience Questionnaire
What did you notice about the questions on the resilience
questionnaire?

16. Now think about a classroom



A classroom of 30
students, based on
Washington State’s
ACEs research.

17. Video about Brain Development

18. Trauma Informed Practice, CRPBIS,
and Restorative Practices

21. Culturally Responsive PBIS
➔Uses students’ backgrounds, social experiences, prior
knowledge and learning styles to develop supports at each tier
➔Teachers and staff recognize their own values and biases, and
reflect on the influence on behavioral expectations and
interactions with their students
➔Culture is understood as a contextual mediator not just a
student variable

22. Culturally Responsive PBIS
➔Uses students’ backgrounds, social experiences, prior
knowledge and learning styles to develop supports at each tier
➔Teachers and staff recognize their own values and biases, and
reflect on the influence on behavioral expectations and
interactions with their students
➔Culture is understood as a contextual mediator not just a
student variable

25. Punishment and Discipline
Punishment
Physical or psychological response to behavior with the
goal of inhibiting unacceptable behavior

Discipline
Process of teaching the difference between acceptable
and unacceptable behavior

26. Challenging Behavior & Student Motivation
Students are challenging, “Because they’re lacking the skills not to be challenging. If they
had the skills, they wouldn’t be challenging. That’s because Kids do well if they can. And
because Doing well is always preferable to not doing well (if a kid has the skills to do well in
the first place). This, of course, is a dramatic departure from the view of challenging kids
as attention-seeking, manipulative, coercive, limit-testing, and poorly motivated. It’s a
completely different set of lenses, supported by research in the neurosciences over the
past 30-40 years, and it has dramatic implications for how caregivers go about helping
such kids”
Ross Greene: Lost at School
website: Lives in the Balance

27. Restorative Practices

žIn the traditional system of student discipline we ask:
What rule was broken?
Who did it?
What is the punishment?

28. Paradigm shift

Restorative Discipline asks:
What happened?
Who has been affected?
What are we going to do to make things right?

29. Definition


Restorative Practices are based on principles that emphasize the importance of positive
relationships as central to building community and involves processes that restore
relationships when harm has occurred.
Relationship Based Principles

Building Community Restoring Relationships

30. Accountability


Traditional: Accountability means the student who broke the rule is
punished.
Restorative: Accountability means the student who caused harm
comes to understand the harm caused and has the duty to repair the
damage to the relationship.

31. Who are we focusing on?


Traditional: We focus on the student who broke the rule, and
often ignore those who have been harmed.

Restorative: We focus on all parties, and give voice to all
parties—the student who caused harm, the person harmed, and
the school.

32. What are we focused on?


Traditional: We focus on equal enforcement of our rules. Consistency
in how we respond to student misconduct.

Restorative: We focus on the desired outcome for all parties—the
person harmed is heard from; the student who caused harm understands
the harm done and takes responsibility for repairing the damage. The
relationship is restored.

33. Opportunities


Traditional: The student who broke the rule has little opportunity to
express remorse or make amends.

Restorative: The student who caused harm has the opportunity to
directly express remorse and directly make amends.

34. How we learn


žTraditional: The student will learn better behavior from the
punishment itself.

žRestorative: The student will learn a better way to behave if we
teach it directly, and will not learn from punishment alone.

36. Planning Template
Think/Pair/Share:

How does this impact your classroom practices?

37. Exit Ticket
Index cards:

Please write your thoughts and/or questions or
clarifications you would like to have regarding this
topic.