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With COVID -19 causing many of us to stay home or social distance, I was looking for a way to take care of myself and show kindness to others. I found it in my "Rock'n Adventures". My friend's 80 year old mom gets pleasure out of painting rocks, but is unable to share them with others. I needed to start walking; so, we put these two passions together, and now I take a rock on every walk and leave it for others to find. This rock'n adventure motivates me to walk and share kindness with others.

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With COVID -19 causing many of us to stay home or social distance, I was looking for a way to take care of myself and show kindness to others. I found it in my "Rock'n Adventures". My friend's 80 year old mom gets pleasure out of painting rocks, but is unable to share them with others.

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4:20 - Video from TIC Level 3

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5 minute video

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Self-Care for those who care

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Check out http://proqol.org! Professional Quality of Life: Compassion Satisfaction, Compassion Fatigue, Burnout, Secondary Trauma, Vicarious Traumatization and Transformation

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Includes articles and videos

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Page not found – The Center For Safe and Resilient Schools and Workplaces

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What is the Sanctuary Model? The Sanctuary Model® represents a theory-based, trauma-informed, evidence-supported, whole culture approach that has a clear and structured methodology for creating or changing an organizational culture.

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Australian Child and Adolescent Trauma, Loss and Grief Network

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Australian Child and Adolescent Trauma, Loss and Grief Network

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Australian Child & Adolescent Trauma, Loss & Grief Network

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Australian Child & Adolescent Trauma, Loss & Grief Network

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This report is a response to the following previous reports: Report of the Inquiry: Review into the System Level Responses to Family Violence in the ACT; Findings and Recommendations from the Review of Domestic and Family Violence Deaths; ACT Domestic Violence Service System Final Gap Analysis Report.

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The Language of Trauma and Loss | Western Reserve Public Media

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The Language of Trauma and Loss provides teachers with information about the effect of trauma and loss on children, and the teacher's role in identifying and referring appropriate students. The program also helps teachers establish a "safe" classroom and improve language arts skills using trauma and loss as a vehicle.

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The National Child Traumatic Stress Network

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The National Child Traumatic Stress Network

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CFTSI is a brief (5‐8 session), evidence‐based early intervention for children 7 to 18 years old that reduces traumatic stress reactions and the onset of PTSD. CFTSI is implemented within 30-45 days following a traumatic event or the disclosure of physical or sexual abuse.

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ucla center for mental health in schools

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UCLA School Mental Health Project Homepage. The UCLA Center for Mental Health in Schools is one of two national training and technical assistance centers focused on mental health in schools.* Our center approaches mental health and psychosocial concerns from the broad perspective of addressing barriers to learning and promoting healthy development.

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Optimum Learning Environments for Traumatized Children

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Optimum Learning Environments for Traumatized Children

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Understanding and Helping Children Who Have Been Traumatized

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Understanding and Helping Children Who Have Been Traumatized

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An intervention that includes rhythmic movement, music, and
learning.

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In theVibe, we practice a series of repeating, rhythmic exercises. We use drums or our feet & hands or our breath, our bodies, our voice, our surroundings, anything. We are all drummers whether in our personal practice, in a drum group or in a classroom.

Like in yoga or meditation, we practice theVibe as a way to calm the mind and grow in awareness of our body through repetitive, rhythmic patterns that both stimulate and regulate.

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In theVibe, we practice a series of repeating, rhythmic exercises. We use drums or our feet & hands or our breath, our bodies, our voice, our surroundings, anything. We are all drummers whether in our personal practice, in a drum group or in a classroom.

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The value and power of recess time at school

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Playworks - Playworks helps kids to stay active and build valuable social and emotional skills through play.

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The effects of student trauma on teachers

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Alysia Ferguson Garcia remembers the day two years ago that ended in her making a call to Child Protective Services. One of her students walked into drama class with what Garcia thought of as a "bad attitude" and refused to participate in a script reading.

"I don't care if you've had a bad day," Garcia remembers saying in frustration. "You still have to do some work."

In the middle of class, the student offered an explanation for her behavior: Her mom's boyfriend had been sexually abusing her. After the shock passed, the incident provided an opportunity for the class-and Garcia-to provide the student with comfort, and to cry.

When Garcia first started teaching, she wasn't expecting the stories her students would share of physical and sexual abuse, hunger, violence, and suicide. The stories seemed to haunt her all the way home, she says, recalling nightmares and sleepless nights spent worrying about her students. They also dredged up deep-seated memories of her own experiences with abuse.

"When you're learning to be a teacher, you think it's just about lesson plans, curriculum, and seating charts," said Garcia. "I was blindsided by the emotional aspect of teaching-I didn't know how to handle it. I was hurt by my students' pain, and it was hard for me to leave that behind when I went home."

The Real Costs of Trauma

Data shows that more than half of all U.S. children have experienced some kind of trauma in the form of abuse, neglect, violence, or challenging household circumstances-and 35 percent of children have experienced more than one type of traumatic event, according to the Centers for Disease Control and Prevention (CDC). These adverse childhood experiences (ACEs) can have impacts that extend far beyond childhood, including higher risks for alcoholism, liver disease, suicide, and other health problems later in life.

Trauma in children often manifests outwardly, affecting kids' relationships and interactions. In schools, the signs of trauma may be seen in a student acting out in class, or they could be more subtle-like failure to make eye contact or repeatedly tapping a foot. (To learn more about how trauma impacts students, read " Brains in Pain Cannot Learn! ")

For teachers, who are directly exposed to a large number of young people with trauma in their work, a secondary type of trauma, known as vicarious trauma, is a big risk. Sometimes called the "cost of caring," vicarious trauma can result from "hearing [people's] trauma stories and becom[ing] witnesses to the pain, fear, and terror that trauma survivors have endured," according to the American Counseling Association.

"Being a teacher is a stressful enough job, but teachers are now responsible for a lot more things than just providing education," says LeAnn Keck, a manager at Trauma Smart, an organization that partners with schools and early childhood programs to help children and the adults in their lives navigate trauma. "It seems like teachers have in some ways become case workers. They get to know about their students' lives and the needs of their families, and with that can come secondary trauma."

When you're learning to be a teacher, you think it's just about lesson plans, curriculum, and seating charts. I was blindsided by the emotional aspect of teaching-I didn't know how to handle it.

Vicarious trauma affects teachers' brains in much the same way that it affects their students': The brain emits a fear response, releasing excessive cortisol and adrenaline that can increase heart rate, blood pressure, and respiration, and release a flood of emotions. This biological response can manifest in mental and physical symptoms such as anger and headaches, or workplace behaviors like missing meetings, lateness, or avoiding certain students, say experts.

Yet many teachers are never explicitly taught how to help students who have experienced trauma, let alone address the toll it takes on their own health and personal lives. We reached out to trauma-informed experts and educators around the country to get their recommendations for in-the-moment coping strategies and preventative measures to help teachers process vicarious trauma. We share their tips below.

Talking it Out

Garcia, now a teacher of eight years, says she's found that confiding in others-either a therapist, her boyfriend, or colleagues-helps her process students' trauma and her own emotions.

Connecting with colleagues to talk through and process experiences can be invaluable for teachers coping with secondary trauma, according to Micere Keels, an associate professor at the University of Chicago and founder of the TREP Project, a trauma-informed curriculum for urban teachers.

"Reducing professional isolation is critical," said Keels. "It allows educators to see that others are struggling with the same issues, prevents the feeling that one's struggles are due to incompetence, and makes one aware of alternative strategies for working with students exhibiting challenging behavior."

It doesn't serve anybody to pretend that we're teacher-bots with no emotions, which I think sometimes teachers feel like they have to be.

Finding a wellness-accountability buddy-a peer who agrees to support and keep you accountable to your wellness goals-or using a professional learning community as a space to check in with other teachers are also ways to get that support, offers Alex Shevrin, a former school leader and teacher at Centerpoint School, a trauma-informed high school in Vermont that institutes school-wide practices aimed at addressing students' underlying emotional needs.

At Centerpoint, time for a monthly wellness group-where teachers, administrators, and social workers support each other on their personal wellness goals like exercising and creating work-life balance-is built into the professional development schedule. Staff also use in-service time to focus on taking care of their health together, by hiking, biking, going to the gym, or even learning to knit.

"If I had one wish for every school in the country, it would be that they made time for teachers to really sit down and talk about how they're feeling in the work," said Shevrin. "It doesn't serve anybody to pretend that we're teacher-bots with no emotions, which I think sometimes teachers feel like they have to be."

Building Coping Strategies

Students affected by trauma can have combative personalities and learn which buttons to press to upset you in class, says Garcia. When a student acts out in class, Garcia takes a few deep breaths, drinks coffee, or goes to a different part of the classroom to help another student.

"If I get upset, it never goes anywhere," Garcia said. "When you try to have a battle in class, you automatically lose as the teacher."

That's a good approach, says Keck, who suggests developing proactive coping strategies to address stressful situations in advance. A strategy may be counting to five, visualizing a calming place, or responding with an opposite action-like talking to a student quietly when you want to yell. Waiting until you're actually in a stressful situation means you're likely to overreact or to say or do something unhelpful.

Keck also recommends mapping out your school day and taking note of the times of day you feel most stressed, and then integrating scheduled coping strategies into your daily routine. If you feel stressed when students start to lose focus midday, for example, guide your students in a quick group stretch and some deep breathing to shift energy before getting back to work.

"Look at your schedule. If you see a stressful pattern, don't wait for it to happen. Don't wait to feel overwhelmed and stressed," urges Keck.

The important part is customizing the strategy to meet your needs.

Garcia applies this strategy when she's at home. She knows that after she puts her daughter to sleep, the worry for her students creeps in-so she makes sure to take time for things she enjoys, like watching movies and playing video games.

While many teachers say they don't have time for self-care, experts insist that it's necessary to develop long-term self-care practices-and stick to them-to build up your overall well-being and resilience. These self-care activities could be going for a walk, reading, watching a movie, practicing mindfulness, or talking with a friend-whatever invigorates you.

Establishing Coming Home Rituals

It can be hard to leave work at work, but to address vicarious trauma, teachers need to create clear boundaries between work and home life. Part of that can be developing a ritual or routine that signifies the end of a work day, either before you head home, on the way home, or at home.

"For me, sometimes it's just as simple as turning off my work phone before I go into my house," Shevrin says. "I hear the sound of my phone turning off and then I know that I'm home."

After an emotionally difficult day, many teachers will write about their experiences before they leave, or sit down with a colleague to help process it, Keck told us.

Others organize their desk or create a to-do list for the next workday so they can let go of worry before heading home. While driving home, teachers listen to audiobooks, call a friend, or sit in silence to decompress. A ritual could even be as simple as changing clothes or taking a bath once you get home.

For Garcia, it's about putting her daughter's needs first and making the most of the time she has with her.

"It's very easy to get overwhelmed and let the job consume you. But teaching is about balance," she said. "When I come home, I try to just focus on my kid so she gets as much of me as she can. It's not always easy, but I've learned to put my life and my daughter's life first."

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When Students Are Traumatized, Teachers Are Too

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Alysia Ferguson Garcia remembers the day two years ago that ended in her making a call to Child Protective Services. One of her students walked into drama class with what Garcia thought of as a "bad attitude" and refused to participate in a script reading.

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This is the "world-famous" Brain Hat. This humble little hat has been distributed around the world (even at some large science museums) and has been translated into several different languages (scroll to the bottom to see the list).

Target age group:

I designed this with ages 10-14 in mind, but it has been used with both younger and older audiences, even adults. (The Science Museum in London used the brain hat as an adult activity. It's also been used by a brain imaging company and several neuroscientists.) If you are using it with kids younger than 10 they will probably need help assembling it.

Time needed:

This depends on whether you are going to add color to the gray version or use the already-colored version. Obviously, if you are hand coloring the black & white one, or labeling the blank one, it will take more time. Just the assembly of the hat takes about 10-15 minutes for an adult, but more like 15-25 minutes for a student (and they often need help with the center seam).

Materials you will need:

Copies of the pattern pages on card stock, scissors, tape, and crayons or colored pencils if adding your own color
Click here to download Brain Hat patterns and instructions
Need help assembling the hat? Here is a video demo:
https://youtu.be/Rv2U4OD1Z7I
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BUT WAIT-THERE'S MORE! WOULD YOU LIKE A SONG TO GO WITH THE HAT?

Check out "The Brain Song" in the music section of my store. The download gives you two versions of the song (one with vocals, plus a karaoke version), and also a coloring worksheet with a list explaining all the parts, and a crossword puzzle.

To hear the first part of the song, click on this link:
"The Brain Song" sample Link to "Brain Song" page in STORE
The song is part of this curriculum:

Get this book instantly (pdf download) for only $15.95 USD. Click here.

Also...

...there's a YouTube playlist that goes along with the curriculum but you can access it for free even without buying the curriculum. Just go to www.YouTube.com/TheBasementWorkshop and then click on Playlists and then find The Brain.

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The brain hat has be used around the globe.

The BRAIN HAT in other languages:

(NOTE: The hats in other languages are only the color version, and do not include the gray pattern.)

If you would like to translate it into another language (one you are fluent in) contact me at: ejm.basementworkshop@gmail.com.

French brain hat Spanish brain hat Dutch Brain hat Italian Brain hat Portuguese brain hat Danish brain hat German Brain Hat Estonian brain hat Finnish brain hat Greek brain hat Turkish brain hat Japanese brain hat Traditional Mandarin (Taiwan) brain hat
You never know where the brain hat will show up! Someone sent me this picture of Tibetan monks and nuns assembling the brain hat as part of an educational outreach project to refugees in northern India:

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This is the "world-famous" Brain Hat. This humble little hat has been distributed around the world (even at some large science museums) and has been translated into several different languages (scroll to the bottom to see the list). I designed this with ages 10-14 in mind, but it has been used with both younger and older audiences, even adults.

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Window of Tolerance

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Window of Tolerance - Heather Forbes revised

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Resources to effectively reach students

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Rules First School vs. Relationship First School

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Rules First School vs. Relationship First School

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Icebergs are deceiving because what you see on the surface is usually only a small fraction of what lies below. Observing the behavior of an anxious child is sometimes like looking at the tip of an iceberg: underlying the anxious behavior are layers of emotions and experiences. Therapists often illustrate this idea with an image like this:

While the image above can be eye-opening, there's a huge assumption that parents can actually recognize that tip of the iceberg or look at a child's behavior and say, "Yup, that's anxiety." Here's the reality: anxious behavior in children is not uniform.

Your child might ask repetitive questions for reassurance and no matter how many times you answer, the question repeats. You might have the perfect child at school that comes home and constantly picks fights with you or siblings. You may have a child that can't focus, motivate, or even loses sleep at night. Or maybe your child is downright angry. Anxiety, in fact, can manifest in a multitude of forms. In our work at GoZen!, we see anxiety showing up 8 different ways. This makes the iceberg look more like this:

Let's try to understand why anxiety manifests in these ways by taking a deeper dive into each:

1. Difficulty Sleeping

Anxiety and sleep problems have a chicken and egg connection. Research has shown that anxiety can lead to sleep disorders and chronic sleep disruption can lead to anxiety. In children, having difficulty falling asleep or staying asleep is one of the hallmark characteristics of anxiety. In many kids, trains of anxious thoughts keep them awake long after they should be asleep. Others have anxiety about falling asleep, thinking they will miss their alarm or be tired in the morning.

2. Anger

The link between anger and anxiety is an under-researched area, but in our work, the manifestation of anger in anxious children is clear. Here are some hypotheses as to why there is a link. Anxiety occurs when there is an overestimation of a perceived threat (e.g., a test or a party) and an underestimation of coping skills (e.g.,"I can't handle this."). When our kids are chronically and excessively worried and don't feel like they have to skills to manage the anxiety, they feel helpless. Helplessness leads to frustration which can show up as anger.

Anger and anxiety are also both activated in the threat center of your brain. When the brain perceives a threat, the amygdala (a small, almond-shaped cluster of neurons in the brain) activates the flight-or-fight response which floods your body with hormones to make you stronger and faster. This genetic wisdom protects us from threats and danger. Because anger and anxiety are both activated from the same brain region and have similar physiological patterns (rapid breathing, heart racing, pupils dilating etc.), it's possible that when your child feels like there is a threat (e.g. going to a party), the fight or anger response is activated as a form of protection.

Finally, one of the markers of generalized anxiety is "irritability" which is also part of the anger family.

3. Defiance

There is nothing more frustrating to a child with anxiety than feeling like their life is out of control. As a way of feeling secure and comforted, they seek to take back control, often in unexpected and peculiar ways. For example, a child already experiencing the flood of stress hormones at the prospect of going to bed, lashes out at being given an orange cup instead of a blue one. Unable to communicate what is really going on, it is easy to interpret the child's defiance as a lack of discipline instead of an attempt to control a situation where they feel anxious and helpless.

4. Chandeliering

To borrow a term from renowned social scientist, Brené Brown, chandeliering is when a seemingly calm person suddenly flies off the handle for no reason. In reality, they have pushed hurt and anxiety so deep for so long that a seemingly innocent comment or event suddenly sends them straight through the chandelier. A child who goes from calm to a full-blown tantrum without a reason is often ill-equipped to talk about their anxiety and tries to hide it instead. After days or even weeks of appearing "normal" on the surface, these children will suddenly reach a point where they cannot hide their anxious feelings anymore and have a disproportionate reaction to something that triggers their anxiety.

5. Lack of Focus

According to the Centers for Disease Control , 6.1 million children have been diagnosed with some form of Attention Deficit Hyperactivity Disorder in the US. In the past research has suggested that ADHD and anxiety often go hand in hand. But studies have shown that children with anxiety don't necessarily have ADHD more often. Instead, these two conditions have symptoms that overlap - a lack of focus and inattention being two of them. Children with anxiety are often so caught up in their own thoughts that they do not pay attention to what is going on around them. This is especially troublesome at school where they are expected to pay attention to a teacher for hours at a time.

6. Avoidance

As humans, we have a tendency to avoid things that are stressful or uncomfortable. These avoidance behaviors happen in two forms - doing and not doing. If you are trying to avoid getting sick, you may wash your hands repeatedly throughout the day (doing). If you are avoiding a person that makes you feel uncomfortable, you may skip a party or meeting (not doing). The only problem with avoidance is that it often snowballs. Children who are trying to avoid a particular person, place or task often end up experiencing more of whatever it is they are avoiding. If schoolwork is the source of a kid's anxiety, they will go to great lengths to avoid it and in the process end up having to do more to make up for what they missed. They will have also spent time and energy on avoiding it in the process, making it the source of greater anxiety in the end.

7. Negativity

From a neurological standpoint, people with anxiety tend to experience negative thoughts at a much greater intensity than they do positive ones. As a result, negative thoughts tend to take hold faster and easier than positive ones, making someone with anxiety seem like a downer all of the time. Children with anxiety are especially prone to these patterns because they have not yet developed the ability to recognize a negative thought for what it is and turn it around by engaging in positive self-talk.

8. Overplanning

Overplanning and defiance go hand in hand in their root cause. Where anxiety can cause some children to try to take back control through defiant behavior, it can cause others to overplan for situations where planning is minimal or unnecessary. A child with anxiety who has been invited to a friend's birthday party may not only plan what they will wear and what gift to take, they will ask questions about who else will be there, what they will be doing, when their parent will pick them up, what they should do if someone at the party has an allergy, who to call if they get nervous or uncomfortable, who they can talk to while they are there... Preparing for every possibility is a way a child with anxiety takes control of an uncontrollable situation.

Have an anxious child? Take a deep dive into the animated GoZen! programs to teach your kids skills of resilience and well-being.

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8 Ways A Child's Anxiety Shows Up as Something Else | GoZen!

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Icebergs are deceiving because what you see on the surface is usually only a small fraction of what lies below. Observing the behavior of an anxious child is sometimes like looking at the tip of an iceberg: underlying the anxious behavior are layers of emotions and experiences.

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3:30 minutes

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Trauma-informed School Design-Thinkers. Let our team assist you in your goal of becoming a trauma-informed school/district.

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"I love the posters I ordered. I put two in my office and 2 out in the waiting room of the Behavioral Health and Psychiatry Clinic at UCSF Childrens' Hospital Oakland, where I work.

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Amanda Zezima, MS, CAS, NCSP

Research on the impact of poverty and trauma in urban school settings highlights the challenges faced by students in the Schenectady community. Specifically, research shows that children exposed to trauma are more likely to be referred for special education, have higher rates of school discipline referrals and suspensions, have lower test scores and grades, and are less likely to graduate from high school (Martin, 2015; Owen, et al, 2015). In addition to their academic challenges, victims of childhood trauma face difficulties with communication, expressing emotion, and tend to have higher rates of hostility, aggression, and interpersonal violence. Moreover, research on intergenerational trauma and urban poverty has demonstrated that adults with histories of childhood abuse and exposure to family violence have challenges with emotional regulation, aggression, social competence, and interpersonal relationships, leading to functional impairments in parenting that they then transmit to the next generation (Collins, et. al, 2010).
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Classrooms are the primary space for students to learn and can be a stable environment to promote and protect students from extraneous factors that may impact their ability to learn, particularly for students facing risk (e.g., poverty, homelessness, trauma & related stressors). Tier 1 strategies for a calm classroom can positively benefit all students despite their degree of exposure to trauma. Tier 1 strategies are strategies or opportunities available for use by all students or by entire classrooms.

Some basic environmental strategies to promote a calm classroom are to: reduce lighting (ceiling fluorescent light covers or lamps), play calming music, post a visual schedule, diffuse aromatherapy, use nonverbal signals and use mindful jars or other calming tools. Mindful jars can be made from empty soda bottles with wrappers removed, filled with one large portion water and one small portion glitter glue, then sealed with crazy glue.

Specific strategies that will be further discussed are:

1. Calm corners

2. GoNoodle relaxing videos

3. Mindfulness Practices

4. Time keeping

5. Weighted toys ​

A classroom calming corner is a quiet area of the room equipped with soft furnishings and soothing materials to help a student de-escalate when upset. The purpose of a calming corner is for students to briefly get away from the frustrating task or over-stimulating activity to de-escalate. When students are in the calming corner space, the goal is to give the student "time away" so that the behavior does not escalate any further. The calming corner is a positive place that rewards students for noticing that they are feeling emotionally dysregulated and using strategies to calm themselves so that learning can occur (The Watson Institute, 2017).

A classroom management plan should reinforce the use of preventative strategies, including limit setting, rules and routines for us of the calming corner to promote appropriate use of the space and prevent students from using the calming corner as an avoidance tactic (Porter, 2003). The calming corner should be a safe place where a student can go to calm down using pre-taught strategies for a short amount of time (The Watson Institute, 2017). Generally, the maximum amount of time spent in a calming corner should be around 10 minutes; consider developmental needs when setting up the expectations for your classroom's calm corner.

Teach when and how to use the calming corner:

1. Incorporate rules and routines around the calming corner in your classroom management plan

2. Discuss with the class about some specific reasons why someone might use the calming corner, and how these reasons could be different for different students

3. Talk with the class about how to go to the calming corner (walk, hands to self, quiet voice), how to be in it (show materials that are in your calming corner and how to use them) and how to come back without disturbing others in the class. Depending on students' age, decide whether or not to require permission for calm corner use and whether students will start timer independently or not.

4. Role play and model with students

5. Be specific on what you will and won't allow in the calming corner space.

6. Let students know that they are responsible for completing work they may have missed while being in the calming corner. Let the student know what time, place or determined structure on how the student will complete the work that they have missed.

7. Have a plan in place for when students are too upset to use the calming corner. Refer to Domain 5 of your Comprehensive Classroom Management Plan.

Materials used in the calming corner may include:

bean bag chair, floor cushion, large pillow

soft rug

relaxation music

headphones

books, magazines

low partition/divider

visual calming strategies

visual timer

Process for implementing a classroom calming corner:

1. Select a low traffic area

2. Furnish the area

3. Set up the partitions

4. Post a set of simple visual calming strategies in the area to provide self-managing reminders and promote independent use of the space

5. Talk with students privately and explain how and when to use the area. Let them know they are allowed to use the area at the first sign of becoming upset. Tell them that you'll meet them back there and together quietly agree on a time limit to use the area, set the visual timer for the agreed upon amount of time.

6. When the time is up, privately reinforce the student for returning to the work area

7. If you feel the student is beginning to use the area frequently and suspect possible work avoidance, you may decide to start providing a limited number of break tickets to be specifically used in am or pm

2. RELAXING VIDEOS FROM GoNoodle.com

GoNoodle is an online tool used to help manage energy in a classroom designed for K-5 through the use of short interactive activities. Videos on GoNoodle are free, research based, fast and designed for long-term engagement. Structured movement breaks are designed to empower a student's body, heart and mind. Various videos focus on helping students think, reflect and set positive intentions for their day. Throughout the day, GoNoodle has videos for fun stretching, mindfulness, self-regulation and deep breathing to explore self-awareness of attitude, stress, behavior and emotions (GoNoodle, 2017).
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Categories of videos to choose from on GoNoodle that help with calming a classroom, ranging from 1 to 10 minutes long, that can be used at your classroom's neediest times of day:

The literature on mindfulness reveals the following positive impacts of incorporating mindfulness practice in schools:

Positive development of cognitive performance skills and executive function (e.g., the ability to attend, focus, think creatively, use existing knowledge more effectively, improve working memory, and enhance planning, problem solving, and reasoning skills)

Improvement of the mental, emotional, social, and physical health and wellbeing of young people (e.g., reducing worries, anxiety, distress, reactivity and bad behavior, improve sleep self-esteem, and bring about greater calmness, relaxation, self-regulation, and awareness).

Significant decreases in both test anxiety and ADHD behaviors and also an increase in the ability to sustain attention (Weare, 2012).

One way schools can promote the trauma-informed values of safety, choice, trust, empowerment and collaboration is through planful approaches to mindfulness practice for teachers and students. Schenectady Schools are promoting the mindfulness practices using a variety of approaches, including the following. To get involved, contact the Behavioral Health Consultant assigned to your building.
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1. Discover Mindfulness through Professional Development: Learn about varying mindfulness practices that can used with students, and which types of practices will have energizing or calming effects on classrooms. Explore varying practices experientially, learn about best practices sources of similar practices, and discuss practical tips for application with students.

2. Mindful Meet-ups with/for Adults: Cultivating our own mindfulness practice will enable us to self-monitor, model being mindful, increase attunement to student needs, become more responsive and less reactive, and sustain ourselves through self-care. See below for examples of free Mindfulness Smart Phone Apps.

3. Pilot a Validated Mindfulness Curriculum: Select a research based curriculum that meets the classrooms needs and demographics. Complete pre and post measures about students to help determine the impact of the curriculum on social, academic, emotional, and behavioral outcomes. Set a schedule/routine to follow while implementing the curriculum.

​Time keeping throughout the day and during activities can be used to reduce stress and anxiety. Some students can feel distant or confused throughout the day because they can feel lost in time. Clocks, clock print outs and time keepers can help individuals understand when the transitions and events of the day need to happen. The predictability of time keeping can help reduce stress and anxiety in students (Trauma Informed Positive Behaviour Support, 2017).

Weighted materials can provide therapeutic relief to some individuals who are stressed, anxious or need to calm down. The weight of the instruments helps individuals feel safe and secure, similar to a hug. The sensory input from a weighted instrument can realign an individual's senses to help soothe (Trauma Informed Positive Behaviour Support, 2017). Types of weighted instruments are:

Blankets

Plush toys

Ball

Stuffed animal filled with rice

Neck wrap filled with rice to provide weight on the shoulders

Collins, K., Connors, K., Davis, S., Donohue, A., Gardner, S., Goldblatt, E., Hayward, A., Kiser, L., Strieder, F. Thompson, E. (2010). Understanding the impact of trauma and urban poverty on family systems: Risks, resilience, and interventions. Baltimore, MD: Family Informed Trauma Treatment Center. http://nctsn.org/nccts/nav.do?pid=ctr_rsch_prod_ar
GoNoodle. (2017). www.gonoodle.com.
Martin, K. (2015, December 11). Trauma in the American Urban Classroom. Retrieved March 30, 2017, from http://edwp.educ.msu.edu/green-and-write/2015/trauma-in-the-american-urban-classroom/.
Owen. J., Wettach, J., & Hoffman, K.C. (2015). Instead of suspension: alternative strategies for effective school discipline. Duke Center for Child and Family Policy and Duke Law School. Retrieved March 30, 2017 from https://law.duke.edu/childedlaw/schooldiscipline/downloads/instead_of_suspension.pdf.
Porter, D. (2003). A Quiet Place for Rough Moments. Retrieved from Responsive Classroom: https://www.responsiveclassroom.org/a-quiet-place-for-rough-moments/
Trauma Informed Positive Behaviour Support. (2017). Child Trauma Toolkit. A free cuide of practical strategies, tools and resources for educators. Trauma Informed PBS.
The Watson Institute. (2017). The Classroom Calming Corner. Retrieved from Watson Life Resources: http://www.thewatsoninstitute.org/watson-life-resources/situation/classroom-calming-corner/
Weare, K. (2012) Evidence for the Impact of Mindfulness on Children and Young People.

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Amanda Zezima, MS, CAS, NCSP Research on the impact of poverty and trauma in urban school settings highlights the challenges faced by students in the Schenectady community.

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The Classroom Calming Corner - Watson Institute

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Does a student become overwhelmed in a busy classroom? Help them relax & increase class participation by having a classroom calming corner.

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Calm Classroom is the largest provider of school-wide mindfulness programming in the U.S. Since 2007, we have served over 35,000 teachers, 900,000 students and 1,000 schools. We are committed to cultivating peaceful, engaged classrooms and school communities by empowering students and teachers with mindfulness skills that support mental and emotional wellbeing.

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This will update as strategies are added

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Public - Trauma Informed Care - Responsive

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Despite its focus on trauma, TIC is inherently a strengths-based perspective that emphasizes resilience instead of pathology.[50] TIC has been defined and implemented in a number of ways, but the Substance Abuse and Mental Health Services Administration has identified four key elements-the Four Rs (see description of each "R" below)-that can be used broadly across programs, institutions, and services.[51]

Applying TIC to real-world settings begins with a child's first contact with a program, institution, or service system. It requires a comprehensive and multi-pronged effort involving the many adults in children's lives. For example, in a school or afterschool program, TIC means increasing trauma-related knowledge and skills among program facilitators, school administrators, bus drivers, food service workers, classroom assistants, administrative staff, volunteers, teachers, leadership, special education professionals, school social workers and psychologists, families, and anyone else who comes into contact with children. However, increasing trauma knowledge is only one aspect of TIC, which also means that the individuals who care for children must be able to:

1. Realize the widespread nature of childhood trauma and how it impacts the child's emotional, social, behavioral, cognitive, brain, and physical development, as well as their mental health. In addition, adults must be aware of the influence of trauma on family members, first responders, service providers, and others who may experience secondary stress (trauma-related reactions to exposure to another person's traumatic experience).[52],[53] In some instances, adults endure the same traumatic events or circumstances as the child (e.g., a natural disaster, community violence, death of a community member) and may benefit from similar supports.

2. Recognize the symptoms of trauma, including how trauma reactions (i.e., symptoms of posttraumatic stress) vary by gender, age, type of trauma, or setting. In addition, the adults in children's lives must understand that a child's challenging behaviors are normal, self-protective, and adaptive reactions to highly stressful situations, rather than viewing that child as intentionally misbehaving. Children's trauma reactions are understood to be adaptive efforts to protect themselves in response to traumatic events. For example, a child may be hypervigilant to an adult's anger or disapproval because, in the past, he or she experienced physical abuse by a parent. Or, a child may disassociate or daydream as a learned response that enables them to avoid feeling or thinking about a traumatic experience.[54] In addition, TIC means recognizing that trauma may influence a child's engagement in activities and services, interactions with peers and adults, and responsiveness to rules and guidelines.[55]

3. Respond by making necessary adjustments, in their own language and behavior, to the child's environment; and to policies, procedures, and practices to support the child's recovery and resilience to trauma.[56]

4. Resist re-traumatization by actively shaping children's environments to avoid triggers (sounds, sights, smells, objects, places, or people that remind an individual of the original trauma) and protect children from further trauma, which can exacerbate the negative impacts of trauma and interfere with the healing process.[57],[58]

Training and professional development on child trauma is an important first step in TIC. Providing adults (staff, leadership, families, and community partners) with training and professional development on childhood trauma is an important component of implementing TIC.[59] It is essential that adults become aware of the prevalence and impact of trauma, and learn to apply a "trauma lens" (i.e., gain the capacity to view children's difficulties in behavior, learning, and relationships as natural reactions to trauma that warrant understanding and sensitive care).[60] In addition, adults can learn key strategies to manage trauma-related problems in childhood. These include creating environments that feel physically and emotionally safe; teaching children self-regulation, language and communication skills, and how to build healthy relationships; learning each child's trauma triggers and how both the child and adults can limit, anticipate, and cope with them; and supporting the development of healthy attachments with parents and other caregivers, as well as positive relationships with peers. Evaluations of TIC initiatives also indicate that when parents, service providers, and programs share a common language and view of trauma, they are better able to work together to meet children's needs.[61]

Training and professional development opportunities are also important for increasing the capacity of adults to attend to other aspects of TIC, including family engagement; practices that are responsive to culture, gender, and sexual orientation; collaboration with community service providers (e.g., mental health providers who can screen for childhood trauma and provide evidence-based treatment); developing and integrating emergency and crisis response protocols; and establishing trauma-informed policies that support positive youth development despite exposure to trauma. Building capacity and maintaining an ongoing commitment to TIC efforts are critical to sustainability.[62], [63] However, although it is a critical component of TIC, training staff and parents on the impact of childhood trauma is not sufficient and does not in and of itself constitute TIC. TIC must also include comprehensive, ongoing professional development and education for parents, families, school staff, out-of-school program staff, and community service providers on jointly addressing childhood trauma.

Parents and service providers who work with children who experience trauma require self-care to prevent and mitigate the effects of secondary traumatic stress. TIC also means attending to the psychological and physical safety and well-being of the adults who care for children who have experienced trauma.[64], [65] Professionals, parents, and other caregiving adults may suffer secondary traumatic stress (trauma-related reactions to exposure to another person's traumatic experience).[66],[67] Psychoeducation (helping others understand the impact of trauma, both on affected individuals and on their service providers, as well as pathways toward recovery),[68] skills training, high-quality supervision, and self-care (e.g., rest, exercise, social support, mindfulness and other stress reduction activities, engaging in pleasurable activities and hobbies, psychotherapy) are critical to ensuring adult well-being and providing sufficient personal resources to work effectively with children who are exposed to trauma. See Figure 4 for specific strategies recommended by the National Child Traumatic Stress Network to combat secondary traumatic stress and reduce related staff burnout and turnover.[69]

Further research is needed on TIC in child-serving programs, institutions, and systems to develop a sufficient evidence base to inform policy and practice. TIC is a relatively new framework for working with individuals who experience trauma, and the evidence base in support of its effectiveness is in the early stages of development. However, a number of promising TIC initiatives in early care and education, schools, child welfare, and behavioral health have demonstrated improvements in trauma-related knowledge and skills among service providers, foster parents, and family members; reductions in children's posttraumatic stress symptoms and problem behaviors; and increases in children's strengths and protective factors.[70],[71],[72],[73],[74] In addition, a growing number of clinical treatment models-including Trauma-Focused Cognitive Behavioral Therapy,[75],[76] Child-Parent Psychotherapy,[77],[78] Attachment and Biobehavioral Catch-up,[79],[80] and Parent-Child Interaction Therapy,[81],[82] -have undergone rigorous evaluation and shown positive outcomes for children from infancy to late adolescence. However, TIC is not limited to mental health professionals. Each child-serving program, institution, or service system can play a role in TIC, including referral to clinical treatment and follow-up with families.

Conclusion

Trauma-informed programs, institutions, and service systems are critical to promoting and fostering resilience in all children, and particularly those who have experienced trauma. TIC requires comprehensive, multi-pronged support from adults in all aspects of children's lives. It includes increasing adults' knowledge of childhood trauma and helping them recognize the symptoms, as well as giving them the resources to support and refer children who have experienced trauma to appropriate services. Additionally, as programs make their services more trauma-informed, it is important that they promote self-care to prevent or address secondary trauma among adults working with children who have experienced trauma.
Endnotes
[1] De Bellis, M. D. & Zisk, A. (2014). The biological effects of childhood trauma. Child and Adolescent Psychiatric Clinics of North America, 23(2), 185-222.

[2] Enlow, M., Blood, E., & Egeland, B. (2013). Sociodemographic risk, developmental competence, and PTSD symptoms in young children exposed to interpersonal trauma in early life. Journal of Traumatic Stress, 26(6), 686-694.

[3] Lieberman (2004). Traumatic stress and quality of attachment: Reality and internalization in disorders of infant mental health. Infant Mental Health Journal, 25(4), 336-351.

[5] Substance Abuse and Mental Health Services Administration. SAMHSA's concept of trauma and guidance for a trauma-informed approach. HHS publication no. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration.

[10] National Survey of Children's Health. (2011/12). Data query from the Child and Adolescent Health Measurement Initiative, Data Resource Center for Child and Adolescent Health website. Retrieved June 8, 2018 from www.childhealthdata.org.

[11] U.S Department of Health & Human Services Administration for Children and Families, Administration on Children, Youth and Families, Children's Bureau. (2019). Child maltreatment 2017. Washington, DC: Children's Bureau. Retrieved June 8, 2018 from https://www.acf.hhs.gov/cb/resource/child-maltreatment-2017

[12] McLaughlin, K. A., Koenen, K. C., Hill, E. D., Petukhova, M., Sampson, N. A., Zaslavsky, A. M., & Kessler, R. C. (2013). Trauma exposure and posttraumatic stress disorder in a US national sample of adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 52, 815-830.

[13] U.S. Department of Health & Human Services Administration for Children and Families, Administration on Children, Youth and Families, Children's Bureau. (2019).

[14] Grossman, G. (2000). The history of injury control and the epidemiology of child and adolescent injuries. The Future of Children, 10(1), 23-52.

[15] Fantuzzo, J., & Fusco, R. (2007). Children's direct exposure to types of domestic violence crime: A population-based investigation. Journal of Family Violence, 22(7), 543-552.

[16] Slopen, N., Shonkoff, J. P., Albert, M. A., Yoshikawa, H., Jacobs, A, Stoltz, R., & Williams, D. R. (2016). Racial disparities in child adversity in the U.S.: Interaction with family immigration history and income. American Journal of Preventive Medicine, 50(1), 47-56.

[17] De Bellis, M. D., & Zisk, A. (2014). The biological effects of childhood trauma. Child and Adolescent Psychiatric Clinics, 23(2), 185-222.

[18] Enlow, M. B., Egeland, B., Blood, E. A., Wright, R. O., & Wright, R. J. (2012). Interpersonal trauma exposure and cognitive development in children to age 8 years: a longitudinal study. Journal of Epidemiological Community Health, 66(11), 1005-1010.

[19] Shonkoff, J. P., Boyce, T., & McEwen, B. S. (2009). Neuroscience, molecular biology, and the childhood roots of health disparities: building a new framework for health promotion and disease prevention. JAMA, 301(21), 2252-2259.

[20] Streeck-Fischer, A., & van der Kolk, B. A. (2000). Down will come baby, cradle and all: Diagnostic and therapeutic implications of chronic trauma on child development. Australian and New Zealand Journal of Psychiatry, 34, 903-918.

[21] National Child Traumatic Stress Network. (2003).

[22] U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment. (2014). Trauma-informed care in behavioral health services: Treatment Improvement Protocol (TIP) Series, No. 57. HHS Publication No. (SMA) 14-4816. Rockville, MD: Author.

[24] American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

[25] American Psychological Association Presidential Task Force on Posttraumatic Stress Disorder and Trauma in Children and Adolescents. (2008). Children and trauma: Update for mental health professionals. Washington, DC: American Psychological Association. Retrieved May 7, 2019 from http://www.apa.org/pi/families/resources/update.pdf

[26] Teicher, M. H., Andersen, S. L., Polcari, A., Anderson, C. M., & Navalta, C. P. (2002). Developmental neurobiology of childhood stress and trauma. Psychiatric Clinics of North America, 25(2), 397-426.

[28] Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543-562.

[29] Masten, A. S. (1994). Resilience in individual development: Successful adaptation despite risk and adversity. In M. C. Wang & E. W. Gordon (Eds.), Educational resilience in inner-city America: Challenges and prospects (pp. 3-25). Hillsdale, NJ: Lawrence Erlbaum Associates.

[30] Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014). Resilience definitions, theory, and challenges: Interdisciplinary perspectives. European Journal of Psychotraumatology, 5(1), 25338.

[32] World Health Organization. Risk factors. Retrieved on June 8, 2018 from http://www.who.int/topics/risk_factors/en/

[33] Smart, J. (2017). Risk and protective factors for child abuse and neglect. Australia: Australian Institute of Family Studies, Child Family Community Australia. Retrieved March 19, 2019 from
https://aifs.gov.au/cfca/publications/risk-and-protective-factors-child-abuse-and-neglect

[34] Child Welfare Information Gateway. (2004). Risk and protective factors for child abuse and neglect. Washington, DC: Administration for Children and Families, U.S. Department of Health and Human Services. Retrieved March 19, 2019 from https://www.childwelfare.gov/pubPDFs/riskprotectivefactors.pdf

[35] Smart, J. (2017).

[36] McCormick, A., Scheyd, K., & Terrazas, S. (2018). Trauma-informed care and LGBTQ youth: Considerations for advancing practice with youth with trauma experiences. Families in Society, 99(2), 160-169.

[39] Smart, J. (2017).

[40] National Scientific Council on the Developing Child (2005/2014). Excessive stress disrupts the architecture of the developing Brain: Working paper no. 3. Updated edition. Retrieved March 19, 2019 from www.developingchild.harvard.edu

[42] Blaustein, M. & Kinniburgh, K. (2010). Treating traumatic stress in children and adolescents: How to

[43] Lieberman, A. (2004).

[44] National Scientific Council on the Developing Child. (2015).

[46] Center for the Study of Social Policy. (n.d.). Protective factors framework. Washington, DC: Center for the Study of Social Policy. Retrieved March 19, 2019 from https://cssp.org/our-work/projects/protective-factors-framework/

[47] SAMHSA's concept of trauma and Guidance for a trauma-informed approach. HHS publication no. (SMA) 14-4884. Rockville, MD: Author.

[48] Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). Hoboken, NJ: John Wiley & Sons.

[49] Substance Abuse and Mental Health Services Administration. (2014).

[50] Elliott, D. E., Bjelajac, P., Fallot, R. D., Markoff, L. S., & Reed, B. G. (2005). Trauma-informed or trauma-denied: Principles and implementation of trauma-informed services for women. Journal of Community Psychology, 33, 461-477 (p. 467).

[51] Substance Abuse and Mental Health Services Administration. (2014).

[52] Substance Abuse and Mental Health Services Administration. (2014).

[53] Baird, K., & Kracen, A. C. (2006). Vicarious traumatization and secondary traumatic stress: A research synthesis. Counselling Psychology Quarterly, 19(2), 181-188.

[54] Substance Abuse and Mental Health Services Administration. (2014).

[55] Substance Abuse and Mental Health Services Administration. (2014).

[56] Substance Abuse and Mental Health Services Administration. (2014)..

[57] Substance Abuse and Mental Health Services Administration. (2014).

[58] Green Cross Academy of Traumatology. (2007). Standards of traumatology practice revised. http://www.greencross.org/index.php?option=com_content&view=article&id=183&Itemid=123

[59] 3. Lang, J., Campbell, K., & Vanderploeg, J. (2015) Advancing trauma-informed systems for children. Farmington, CT: Child Health and Development Institute of Connecticut. Retreived March 30, 2017 from www.chdi.org/files/7514/4405/4524/Trauma_IMPACT_-_FINAL.pdf

[60] Cole, S. F., Eisner, A., Gregory, M. & Ristuccia, J. (2013). Helping traumatized children learn: Creating and advocating for trauma-sensitive schools (Vol. 2). Boston, MA: Massachusetts Advocates for Children. Retrieved March 19, 2019 from from https://traumasensitiveschools.org/wp-content/uploads/2013/11/HTC
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[61] Bartlett, J. D., & Rushovich, B. (2018). Findings on the implementation of Trauma Systems Therapy Foster Care (TST-FC) in child welfare. Children & Youth Services Review, 91, 30-38.

[62] Substance Abuse and Mental Health Services Administration. (2014).

[64] Baird, K., & Kracen, A. C. (2006)

[66] Substance Abuse and Mental Health Services Administration. (2014).

[67] Baird, K., & Kracen, A. C. (2006)

[68] The role of psychoeducation in trauma and recovery: Recommendations for content and delivery. Journal of Evidence-Informed Social Work, 13(5), 442-451.

[69] The National Child Traumatic Stress Network. (n.d.). Introduction. Retrieved March 30, 2017 from

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[70] Bartlett et al. (2017).

[71] Bartlett, J. D., Griffin, J.L., Spinazzola, J., Goldman Fraser, J., Noroña, C.R., Bodian, R., ... Barto, B. (2018). The impact of a statewide trauma-informed care initiative in child welfare on the well-being of children and youth. Children & Youth Services Review, 84, 110-117.

[72] Barto, B., Bartlett, J. D., Bodian, R., Noroña, C. R., Spinazzola, J., Griffin, J. L., ... Todd, M. (in press). The impact of a statewide trauma-informed child welfare initiative on children's permanency and maltreatment outcomes. Children & Youth Services Review.

[73] Lang et al. (2015)..

[74] Wright, T. (2014). Too scared to learn: Teaching young children who have experienced trauma: Research in review. Young Children, 69(5), 88-93.

[75] Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2006). Treating trauma and traumatic grief in children and adolescents. New York: Guilford Press.

[76] Cohen, J. A., Mannarino, A. P., & Knudsen K. (2005). Treating sexually abused children: One year follow-up of a randomized controlled trial. Child Abuse & Neglect, 29, 135-146.

[77] Lieberman, A. F., & Van Horn, P. (2004). Don't hit my mommy: A manual for child parent psychotherapy with young witnesses of family violence. Zero to Three Press: Washington, D.C.

[78] Lieberman, A. F., Ghosh Ippen, C., & Van Horn, P. (2006). Child-Parent Psychotherapy: 6-month follow-up of a randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 45(8), 913-918.

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[80] Dozier, M., Peloso, E., Lindhiem, O., Gordon, M. K., Manni, M., Sepulveda, S., ... & Levine, S. (2006). Developing evidence-based interventions for foster children: An example of a randomized clinical trial with infants and toddlers. Journal of Social Issues, 62(4), 767-785.

[81] Eyberg, S.M., Funderburk, B. W., Hembree-Kigin, T., McNeil, C. B., Querido, J., & Hood, K.K. (2001). Parent-child interaction therapy with behavior problem children: One- and two-year maintenance of treatment effects in the family. Child & Family Behavior Therapy, 23, 1-20.

[82] Chaffin, M., Silovsky, J. F., Funderburk, B., Valle, L. A., Brestan, E. V., Balachova, T., ... Bonner, B. (2004). Parent-Child Interaction Therapy with physically abusive parents: Efficacy for reducing further abuse reports. Journal of Consulting and Clinical Psychology, 72(3), 500-510.

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How to Implement Trauma-informed Care to Build Resilience to Childhood Trauma - Child Trends

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Despite its focus on trauma, TIC is inherently a strengths-based perspective that emphasizes resilience instead of pathology.[50] TIC has been defined and implemented in a number of ways, but the Substance Abuse and Mental Health Services Administration has identified four key elements-the Four Rs (see description of each "R" below)-that can be used broadly across programs, institutions, and services.[51] Applying TIC to real-world settings begins with a child's first contact with a program, institution, or service system.

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Keeth M.

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Daniel McCutchen's Ted Talk (One of Keeth's former student's inspiring talk on SEL and Mental Health)https://www.youtube.com/watch?reload=9&v=xspOP64y4

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How do we put this important information to practical use in our society? The Surgeon General has created a Framework for a National Strategy to Advance Social Connection. This details the critical and actionable next steps that individuals, communities, organizations, and governments can take to foster social connection.

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Social Connection - Current Priorities of the U.S. Surgeon General

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Humans are wired for social connection, but we're becoming more isolated over time. Loneliness and social isolation represent significant threats to individual and societal health and well-being. Social connection can lead to healthier, more prosperous and resilient individuals and communities. Learn more about how we can work together to advance social connection and improve our nation's public health.