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Responding to Student Grief and Trauma after a Disaster

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Responding to Student Grief and Trauma after a Disaster

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Responding to Student Grief and Trauma After a Disaster

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by Aaron Benton, for ACSA Leadership Magazine

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That same day, the county superintendent announced that all school staff would return on Nov. 26 and students on Dec. 3, to give time to locate classroom facilities, clean all schools in the county, and train and mentally prepare staff for what they would be walking into that first day back. That started a whole new set of timelines for our team. From our early days at the command center, some local experts visited us regularly, Matthew Reddam and Matt McLaughlin teamed up to provide training and support as needed. One of their first efforts was to prepare an initial Trainer of Trainers presentation to be delivered multiple times over Zoom to psychologists and counselors before the return of staff so they would be prepared to deliver it themselves to their teams the following day. We continue to work with Reddam and McLaughlin on a logic model to inform our work and identify the key focus areas of work going forward. Back at the command center, we researched who the experts were and brainstormed the type of supports we wanted to provide. We needed a large, in-person training option and we sought out the help of the National Association of School Psychologists' Crisis Response Team, specifically Dr. Stephen Brock, Dr. Shelley Hart, and Dr. Rob Coad, who were able to provide an abridged version of PREPaRE training. Delivered in half-day sessions at CSU Chico's Laxson Auditorium over two days, the training was ultimately attended by more than 2,600 Butte County educators and community members. We also realized we needed someone who could speak with confidence to leadership teams from impacted districts and the county. We contacted Dr. David Schonfield from the USC Center for Crisis and Bereavement, who had experience working disasters from the tornadoes that tore through Missouri to the Parkland shootings in Florida. David provided in-person training and consultation for leadership teams and entire staffs to prepare them for what they would be walking into on the return to school, and what to plan for farther out from the incident. Finally, we took the opportunity to reach out to Dr. Bruce Perry, an international expert in trauma, author, and founder of the Child Trauma Academy, who provided a series of three Zoom meetings, each a stand-alone training but on different themes. As a rural district fairly spread out from end-to-end, we felt strongly that people needed to get the content but it was our job to let them receive the training in whatever amount and format would work best for them. To be able to provide so much, so quickly was an absolute blessing for our community. We met with the school, district and charter leaders, as well as key agency leaders at a summit at Pleasant Valley High School in Chico in mid-November to share what we were working on and to create a sense of togetherness as a Butte County community. We attended healing circles, hugged and cried with colleagues and new friends. I clearly remember being in at least four meetings that started with the question, "Please stand up if you lost your home." The enormity of the disaster and the sense of sadness and hopelessness are indelible, but the moments of true kindness and inspiration even more so. I only got here in July, but I am on a hugging basis with at least a hundred people. I quickly learned the counseling script and found myself asking others, "What is ONE thing I can do for you right now to make things better?" Simultaneous to all this, we used our time that week to solidify offers of support from around the state. I sent the word out to SELPA Directors, CDE, and the California Alliance to provide us information on PPS or licensed staff who could volunteer to provide crisis counseling and support any time between Dec. 3 and Dec. 20. Over two weeks we registered more than 250 volunteer counselors, vetted by CDE and the California Alliance. We obtained offers of housing for them when they arrived, and we prepared an introductory training that included protocols to follow when working in our schools, as well as a set of materials on crisis counseling triage and follow-up that they should take with them when they reported for duty. We were able to assign more than 80 counselors per day for a sustained period, and we were overwhelmed by the generosity shown by our colleagues and friends during this time. Most all of our school administrative staff said they could not have managed the return to school without these teams. As all of this was happening, we were working behind the scenes with Butte County Behavioral Health, CDE, and Cal OES to ask what types of supports were available and to coordinate service delivery and coverage. I recall walking into the Butte COE Crisis Command and getting a little choked up again to find ACSA Executive Director Wes Smith and ACSA Past President Tom Armelino there to lend support. I saw retired superintendent consultants like Tom DeLapp, Tim Herrera, and Kathy Wheeler coming in to provide group think and relief to the team. We sent regular updates to superintendents, special education coordinators, and charter leaders, who were all being asked what was going to be done to assist students, families, and staff affected by disaster trauma. As our trainings, connections, and resources grew, so did our confidence that we were meeting their needs for a meaningful response. Flashback to my real post as SELPA Director and I remembered we were supposed to simultaneously be working on special education class placements, tracking students with special education and where they ended up enrolling and assisting special education coordinators with regional classroom issues. My SELPA team got especially involved with the recovery and organized supply donations from across the state to the SELPA office. As Oroville planned to move students to make room for Paradise Elementary, we hosted a materials giveaway for Paradise and Concow teachers that was downright inspirational. We found out one donor offered to pay for our entire $10,000 wish list and had others who provided printers and computers for special education teachers who had lost everything. We made the rounds to classrooms to make sure things were going smoothly and reported back what we were seeing there to our clinician assignment team. I received a flood of calls and texts. I consider myself to be fairly organized, but I absolutely could not, at Week 3, find an ability to remember, to focus, or to find enough time. I started asking others to sit with me to compose a simple letter just so it would get done. I was becoming no use to anyone. After three emails, Mandy Corbin, assistant superintendent in Sonoma County, wrote again to tell me she understood if I didn't reply because she knew where I was at that moment, where everyone is coming at you and offering support and you are scrambling to keep a sense of order. As an educator in a district only a year removed from the Tubbs Fire incident, she offered to come help do anything that could be helpful, even if it was fetching coffee. I had reached my limit, so I replied. "Please come!" I said. "I can't even write a simple email. I need someone who can do what I would normally do if I could access my usual brain." Mandy got permission from her generous superintendent and decided to spend two full days with me and my team, and we made the most of it. We had her in early long-term planning meetings, helping us devise and develop a plan for after Dec. 20 based on her experiences. That plan has morphed and changed, but it helped us hire Trauma Response and Recovery Coordinators through the county to organize the larger needs for training and counseling for the road ahead. By the time school was back in session after Winter Break, Butte COE had over 20 mostly retired, part-time PPS credentialed staff who committed to come on hourly and help get their community through this challenging moment. The road forward continues to challenge us all, but together we remain "Butte Strong." We recently received a generous $1.6 million grant from the Butte Strong Fund, a partnership between the North Valley Community Foundation, the Sierra Nevada Brewing Company, and the Aaron Rodgers NorCal Fire Recovery Fund. This funding will allow us to continue the important work of disaster trauma response and recovery over the coming school year. The Camp Fire incident is the largest wildfire in California history, and the 6th largest in U.S. history, spreading across 240 square miles, taking 86 lives, and destroying much of the communities of Paradise, Concow, and Magalia in Butte County. For comprehensive resources related to disaster trauma response and recovery, please visit the BCOE Community Recovery Padlet of Resources: https://padlet.com/mbravo10/3p2pxbmejhkc Aaron Benton is the SELPA Director of Butte County SELPA in Oroville.

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That same day, the county superintendent announced that all school staff would return on Nov. 26 and students on Dec. 3, to give time to locate classroom facilities, clean all schools in the county, and train and mentally prepare staff for what they would be walking into that first day back.

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Ron Howard for Nat. Geo.

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Untitled Document
Please note - this film contains graphic content that may be upsetting, particularly for victims of the Camp Fire. If you or someone you know is experiencing symptoms of depression or anxiety please seek help. See below for a list of resources in and around Paradise.
Butte Hope
Hopeline: (530)966-7382
E-mail: buttehope@nvcss.org
Facebook: @buttehope.nvcss

The Disaster Distress Helpline
1 (800) 985-5990 or Text: TalkWithUs to 66746

Butte County Behavioral Health
(530) 872-6328 - Youth (ages 0-24)
(530) 877-5845 - Adults (ages 18 and over)
Mental Health for Kids & Youth
National Suicide Prevention Lifeline
(800) 273-8255

Valley Oak Children's Services
(530) 895-3572

Mental Health Tips:

The Substance Abuse and Mental Health Services Association provides resources specifically designed around coping with disasters or traumatic events. These resources include:

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Untitled Document Please note - this film contains graphic content that may be upsetting, particularly for victims of the Camp Fire. If you or someone you know is experiencing symptoms of depression or anxiety please seek help. See below for a list of resources in and around Paradise.

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Brock, Hart, and Benton 2019

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from CCSESA including Butte

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Presented August 31, 2020

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Paradise Student Voice:  Advice on Distance Learning

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Paradise Student Voice:  Advice on Distance Learning

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Back to student voices archive

Student Voice: Advice on how to manage remote learning from students who've been there

Editor's note: This Student Voice starts off with Jori Krulder, a high school English teacher in Paradise, California , who provides important context as to why her students bring a unique perspective on remote learning during COVID-19.

This year, as school shifted abruptly online due to the COVID-19 pandemic, I scrambled like teachers all over the world to figure out how to maintain our learning community. I quickly figured out that online teaching is an enormous learning curve, a realization that came with some déjà vu as this wasn't the first time our school had been thrown into this situation.

On November 9, 2018, our little town of Paradise, Calif., was ravaged in the Camp Fire wildfire and students worked online for the remainder of that semester. Although many of us tried to extend learning, we acknowledged early on that the priority was connecting with our kids, and supporting them in the midst of uncertainty.

I asked my high school students to share some tips for dealing with this huge pivot in the way we do school. Reading the advice my students offered on how to handle online learning made me laugh and cry and feel so much pride in them and all of us who are doing the best we can in these crazy times.

Reading the advice my students offered on how to handle online learning made me laugh and cry and feel so much pride in them...

The brilliance and generosity of these young people makes me confident that together we'll come out of the other side of this O.K. and ready to handle any challenges the world decides to throw at us next. T his is some of their wisdom:

Faith: I think that people who are not used to online learning should just go about their day like a normal school day. The only thing that is different is it's at home and maybe a bit shorter. I have been getting dressed and ready around 9am and sitting at my table to get all my work done so that I could have the rest of the day free.

Abigail: Online learning can be difficult for me sometimes, but once you get into a routine it's not too bad. I have a very hard time focusing on a normal day in class, even when I don't have my phone, or if I'm not near friends. So as you can imagine, being home with plenty of distractions makes it very hard to stay on task. I try to remove anything near me that I know will distract me. I even have to turn the mirror on my desk around because I know I might just randomly start tweezing my eyebrows. If there isn't any written work, I get rid of pens because I know I'll doodle on my hands.

I even have to turn the mirror on my desk around because I know I might just randomly start tweezing my eyebrows.

Also, I make sure to read instructions multiple times. If there is ever an option that reads the lesson aloud to you, I always choose it and follow along; it helps me retain the info better. But I can't stress having a routine enough. Go to bed at a decent hour, wake up by 8:30am, because you still will have hours of work to do. That's pretty much it, nice and simple 😉

Hunter: The few tips I would give for students new to online learning is to set an alarm to start working at the same time everyday. For example, I wake up at 10:00am and start working at 10:30am. Another tip I would give is to take breaks and to pace yourself. You know what you are capable of. The last tip I would give is to do your work no matter how unmotivated you may feel. It may seem like a lot, but when you start it goes by very quickly.

Tommy: Email your teachers all of your questions to stay ahead of the game.

Amanda: Online is hard for me because I need to be in a class with a teacher who can help me whenever I might need it. It's a lot depending on a teacher and it gets hard when you don't have that; that's why I've fallen behind. But a tip that I have learned is to ask questions in Google classroom, if you are confused because even though you aren't in person, the teacher will still help you.

Jose: Hide your phone so you aren't distracted or turn off your notifications so you aren't tempted to look at them.

Dylan: My biggest tip to students is to do homework whenever it feels right. Right now, I'm doing this at 12:48 AM. With online learning, you choose your own hours. You are your own boss. So embrace it. Second, use your resources. Most of us have a phone, ask your friends to help. If you don't have friends, ask Siri. If you don't have an iPhone, well I don't know how to help with that. All jokes aside, your resources are your biggest ally. Most of the time it's your teachers; if it's not them it will be your friends.

Loren: Attach your school account to your phone so when your teacher emails you, you can see it.

Luka: Make a separate workspace and use a separate device for online work. Allot certain times to online work, find good music to help you concentrate, and go offline on social media while working. Set reliable and sustainable goals and targets.

Morgan: The most important tip I would give is communication is the key. If you are having issues, talk to your teachers and classmates.

Ignacio: Try and do work in bed. It's really nice.

Violette: There is a to-do list on Google classroom that will let you know when things are due, and that helps you keep track of your assignments easier! Have a routine throughout your day so when you keep on maintaining that routine, then you can keep on track and keep your grades up.

Be patient with yourself - getting frustrated will just make you dread your school work even more. Take breaks every now and then and just breathe.

Alyssa:
1. Be patient with yourself - getting frustrated will just make you dread your school work even more. Take breaks every now and then and just breathe.

2. Don't get behind - even though you are doing work at home it doesn't mean you have unlimited time. Keep on your work. It will be way harder trying to catch up on everything a week before school starts.

3. Ask teachers questions - your teachers are there to help. They want to help you. Don't be afraid to ask questions if you are stuck!
Brianna:
1. Keep a schedule like you would have to do for school. Do one class fully, and another, and so on. Doing it in the order you are used to is even better.

2. Take a break for lunch. Take an hour, 45 minutes, something like you would do at school. This will give you time to eat, play on your phone or whatever else you like to do during this time normally.

3. Wake up early. Try to wake up kind of early (ex. I wake up at 8:30am every day) to keep that normalness in your life. You wouldn't wake up at noon to go to school. This also gives you enough time in the day for you to do your work, take a break, and most likely finish by the normal time we get out of school.

4. Keep your work organized and in a safe place. I do my work while sitting on the couch, so I keep my laptop, notebooks, binder, headphones and calculator all on a side table next to the couch. This allows me to be able to grab it all and not have to worry about getting up and down while I am working.

Try to wake up kind of early (ex. I wake up at 8:30am every day) to keep that normalness in your life.

5. Have a snack/drink with you. Even though most or some classes don't allow more than water, since you're in your own home you most likely will be allowed to. It will keep you from getting hungry or thirsty throughout the day and keep you focused.

Kayla: Remember your teachers are going through this new situation just like you are and are also stressed. The same goes with your friends. Make sure to check up on people.

Arissa: I think the biggest tip I can give, especially to students my age, is to set a schedule, stick to it and complain. Setting a schedule gives a sense of control over your life when you otherwise have none, and sticking to it gives you a sense of pride and productivity. The schedule shouldn't be too heavy, especially not in the beginning, but it also shouldn't be too light. Be honest with how much work you can do, and how much of that can be done well.

You need to learn how to do things without motivation because sometimes (okay, a lot of times) it's not there, and it's not going to be there in the next three hours when your assignment is due.

When I say complain, I don't mean complain instead of doing your schedule. Sometimes that schedule gets boring or overwhelming or just plain stupid, and complaining while you do it may help you vent out any frustrations. Complaining with friends in similar situations also helps with bonding and is another way to vent.

Last but not least, sometimes you can't just say that you'll wait until you have the motivation to do something, or force that motivation. You need to learn how to do things without motivation because sometimes (okay, a lot of times) it's not there, and it's not going to be there in the next three hours when your assignment is due. So suck it up, shed a few tears, say a few mean words and get on with it.

Jori Krulder has taught for 23 years. She teaches English at Paradise High School in rural Northern California. Her passion for poetry, literature, student learning and improving teacher development has led her to write articles for Edutopia, The Teaching Channel, APLithelp.com, as well as chapters in two of Brian Sztabnik's The Best Lessons Series books : Literature and Writing - 15 Master Teachers Share What Works. Connect with Jori through Twitter @jorikrulder or email jkrulder@pusdk12.org
If you would like to contribute to Educator Voice, please send your idea to Victoria Pasquantonio at vpasquantonio@newshour.org. For teaching resources on Election 2020, sign up . For short NewsHour education story highlights, sign up .

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Student Voice: Advice on how to manage remote learning from students who've been there | PBS NewsHour Extra

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Back to student voices archive Editor's note: This Student Voice starts off with Jori Krulder, a high school English teacher in Paradise, California , who provides important context as to why her students bring a unique perspective on remote learning during COVID-19.

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Dr. Bruce Perry

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Dr. Bruce Perry Covid-19/Camp Fire Q&A Summary

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Dr. Bruce Perry Covid-19/Camp Fire Q&A Summary

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April 2, 2020

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What to Look For and How to Handle Triggers

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What to Look For and How to Handle Triggers

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Understanding Trauma - Learning Brain vs. Survival Brain

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Understanding Trauma - Learning Brain vs. Survival Brain

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Understanding Trauma: Learning Brain vs Survival Brain

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What Trauma Taught Me About Resilience | Charles Hunt 

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What Trauma Taught Me About Resilience | Charles Hunt 

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What Trauma Taught Me About Resilience | Charles Hunt | TEDxCharlotte

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FLYER: Understanding Complex Trauma for the Educator

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FLYER: Understanding Complex Trauma for the Educator

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Presented By: Dr. Bruce Perry

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Understanding Complex Trauma for the Educator

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Core Components of a Trauma Responsive Educational System

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Core Components of a Trauma Responsive Educational System

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Age Related Reactions to Traumatic Events

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Age Related Reactions to Traumatic Events

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How Children May React

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How to cope with the emotional stress

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App Flyer

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A System Framework

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Helping Children after a Natural Disaster

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Helping Children after a Natural Disaster

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First Day Back at School For Students After Wildfires

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First Day Back at School For Students After Wildfires

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Key Topics to Cover and Sample Script

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Teacher Talking Points.Middle and High School.No CA wildfire.Nov 19 2018

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Helping Young Children Recover after the Northern California Wild Fires 

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Helping Young Children Recover after the Northern California Wild Fires 

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Letter from Dr. Brandt & Dr. Perry

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Age-Related Reactions to aTraumatic Event

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Age-Related Reactions to aTraumatic Event

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How Children May React

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An Elementary School Intervention for Childhood Trauma

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Letter from Dr. Brandt & Dr. Perry

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The National Child Traumatic Stress Network

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grievingstudents.org

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Presented By: Dr. Bruce Perry

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How to cope with the emotional stress

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What can be done at school to help a traumatized child?

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DOs and DON'Ts of a Trauma-Informed Compassionate Classroom

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DOs and DON'Ts of a Trauma-Informed Compassionate Classroom

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DOs and DON'Ts of a Trauma-Informed Compassionate Classroom

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DOs and DON'Ts of a Trauma-Informed Compassionate Classroom

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Letter from Dr. Brandt & Dr. Perry

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by Matt Reddam and Sandra Acevedo, for ACSA Leadership Magazine

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Inclusive leadership involves intentionally and consistently including those in our decision-making that may have differing views, are of a different ethnicity and/or gender, or may have different lived experiences. This can be tricky when the planning is a mandate by the state, county, or district, but it provides a foundation of cooperation and transparency that will be needed during and after a crisis. Leading from a trauma lens and inclusive leadership involves awareness of who is at the table while thinking through what the plans we create do and do not consider; such as the impact of secondary trauma, the need for debriefing, unintentional infliction of stress and trauma for a specific population, and potential long-term impacts on the system. Complexity thinking from a trauma lens involves the ability to hold multiple facts, outcomes, needs, and considerations that all aim to increase health and wellness and limit re-traumatization. In crisis planning we can use this competency to think through the range of possible outcomes of our planning, to consider the impact of our plans on students, families, and staff, while working toward plans that consider secondary trauma, self-care, and debriefing in addition to the mechanics of what to do, who to call, and where to go. In Butte County, there had been planning around what to do in the case of a disaster. This planning involved a range of potential crises including what to do in the event of a fire. What we could not plan for was what to do in the event of a fire of the force and magnitude of the Camp Fire where staff had to make snap decisions to save the lives of their students and fellow staff. In this instance, the planning and protocols, while helpful in many ways, reached a point at which it became not just unnecessary, but life-threatening if adhered to. For example, the policy that teachers should not transport students in their car, or that each child must have a seatbelt, or the countless other plans and protocols that if followed to the letter, would have led to dire outcomes for students and staff. These life-saving decisions were implemented by the leadership of individuals at every level of the system. When we focus on how we are as leaders from the lens of trauma, it allows us to consider that crises often do not follow our plans and that the more mechanical and hasty our planning, the less humanity will be brought to bear. During a crisis: Research regarding traumatic stress and the brain has shown that when we are in a heightened state of arousal or fear, we have less access to the parts of our brains that are critical for decision making and effectively relating to others. This research also tells us that if we have those around us that provide external or co-regulation, we are better able to combat the impact of trauma. Leaders often are asked to hold the stress and trauma in others but may feel isolated at times with their level of secondary trauma and ability to mitigate with self-care. When we lead from the lens of trauma during a crisis, we believe it must involve both our consideration of the impact of stress and trauma on others, and also on ourselves because we see the reciprocal nature of both processes. As we slowly begin to recover from the Camp Fire we recognize the population hardest hit by secondary trauma has been staff and administrators. We can conceptualize the role of a leader during a crisis as the thinking brain of the larger system. When the crisis occurs there is a collective level of arousal that we must theoretically be apart from so we can direct, react, and plan. The difficulty arises when we are part of the crisis, when we are both leaders and victims/survivors. How, then, do we balance our role as the constant, level director with our level of arousal and natural response to the crisis? We believe centralizing the value of relational leadership is the first step. Relational leadership, in short, is the centralizing of relationship and influence as drivers of staff productivity and wellness versus authority, hierarchy, and power. The use of relational leadership during crisis allows for greater safety and a decrease in secondary trauma and systems trauma. Examples of relational leadership include whole person thinking, staying open during times of stress, expressing emotion and vulnerability, inspiring and motivating, and using praise and recognition. During crises, relational leadership can provide the necessary relational safety and predictability to decrease additional trauma and increase communication and cohesion for those impacted by the crisis. Trauma-informed communication involves intentionally thinking about the mode, frequency, and amount of information to offer others to minimize the impact of stress and trauma. Examples of trauma-informed communication are: right-sizing information (how much to give and how often), use of multiple delivery modes (email, in person, phone), offering stabilization (consistently available, predictable), and framing (providing the "why"). They are linked with relational leadership and the goal of using the skills intentionally is to provide transparency and predictability when typically, under stress, individuals tend to revert to their most easily accessible form of communicating and relating. The goal of trauma-informed communication is to balance the need for "task completion" on the part of those involved and the toll that the crisis is taking on those that are being asked to complete the task. During the Camp Fire, many staff and administrators lost homes, drove through flames with the thought that they may not survive, and witnessed the destruction of their school and town. Because of this, many of the immediate interactions were not regarding safety plans, task completion, etc., but were about the health and wellness of the staff. When we prioritize inquiry into the health and wellness of an individual, we are offering attention to one's full humanity. Often, a leader can't directly check on the health and wellness of every impacted staff member, especially during a disaster crisis. In this case, a "tree of concern" can be effective whereby the leader encourages less impacted staff to make direct contact with those highly impacted and then report back. The importance of leaders communicating concern is paramount during a crisis, even if it is through indirect means. Post-crisis recovery: A crisis can often tell us a great deal about the health, wellness, and efficacy of a system. In schools, crises often have the unintended impact of showing us the gaps in resources, interventions, planning, or communication. They also often show us our humanity, strength, care, collaboration, and resilience. We must identify both the lessons the crisis can teach us about where we fall short, and how our response to the crisis was a testament to everything good about our system. Most important is that we, as leaders, reflect that goodness back to our system. Using a trauma-informed lens post-crisis involves being mindful of the different levels of healing and the recovery process. Healing and recovery from crisis is not a linear process and depends greatly on the level of stress and trauma the individual experienced during the crisis. Given this reality, we believe there are two competencies most needed: mindfulness and reflection, and radical/critical inquiry. Mindfulness and reflection are necessary to remind ourselves and our systems that we need to be aware of how the crisis may still live in us in the form of trauma, anxiety, exhaustion, confusion, anger, etc. Reflection encourages our system to makes space and time to reflect on the crisis, its impact on our system, and where we are in our ability to recover. Mindfulness allows us to take moments to consider what we have been through and what others may still be going through due to the crisis. Radical and critical inquiry are ways in which we as leaders can look at our responses during the crisis and how they impacted our wellness, that of our staff, and the system as a whole. We can also do this for the larger system response, critically asking ourselves, "Did our response to this crisis highlight inequities, exacerbate power dynamics, or lead to re-traumatization or increased secondary trauma?" "Did we fall short in our ability to communicate effectively, respond to trauma, or respond to the impact of secondary stress and trauma?" The answers to these questions from a trauma-informed perspective include information from all levels of the system, and from a leader's willingness to face hard truths. When this is done correctly and the process is transparent and accessible to staff, it increases a sense of empowerment within a system and illuminates that a leader is concerned with more than the machinations of the system. This level of reflection and inquiry to the Camp Fire is an ongoing process as Butte County residents and leaders move toward stability. This is not a process to rush. It requires multiple iterations, a great deal of patience and ample self-compassion. Nearly a year post-fire, Butte County residents are acutely aware of how our landscape has forever changed. We recognize there is a long road of healing ahead. We are grateful for the vast demonstrations of humanity and profound leadership exemplified by countless individuals both during and after the Camp Fire. Resources Trauma Transformed; www.traumatransformed.org

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Trauma-informed leadership through all stages of crisis

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Inclusive leadership involves intentionally and consistently including those in our decision-making that may have differing views, are of a different ethnicity and/or gender, or may have different lived experiences. This can be tricky when the planning is a mandate by the state, county, or district, but it provides a foundation of cooperation and transparency that will be needed during and after a crisis.

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Presented By: Dr. Bruce Perry

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Integrating Evidence-Based Practice in School Interventions

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Integrating Evidence-Based Practice in School Interventions

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ADHD or Child Traumatic Stress?

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Presented By Dr. Bruce Perry

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Providing Psychosocial Support to Children and Families in the Aftermathof Disasters and Crises

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Providing Psychosocial Support to Children and Families in the Aftermathof Disasters and Crises

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American Academy of Pediatrics

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Dr. Bruce Perry - Follow-up Conversation 

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Dr. Bruce Perry - Follow-up Conversation 

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Dr. Bruce Perry Conversation

https://vimeo.com/403705617

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Sonoma County Crisis Response and Recovery Resource Guide

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Sonoma County Crisis Response and Recovery Resource Guide

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SOS Response and Recovery Resource Guideexceprt

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Dr. Bruce Perry and Dr. Christine Dobson

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Helping Young Children Recover after Fires, Floods & other Disasters

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Helping Young Children Recover after Fires, Floods & other Disasters

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Dr. Bruce Perry & Dr. Kristie Brandt

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Helping Young Children Recover after Fires Floods & other Disasters

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The 4 Essentials of Being a Trauma-Informed Youth Professional

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The 4 Essentials of Being a Trauma-Informed Youth Professional

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Ayudando  a  los  niños  pequeños  a  recuperarse  después  de  los  incendios  del  norte  de  California 

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Ayudando  a  los  niños  pequeños  a  recuperarse  después  de  los  incendios  del  norte  de  California 

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Dr. Bruce Perry and Dr. Kristie Brandt

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First Day Back at School for Students After Wildfires

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First Day Back at School for Students After Wildfires

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Key Topics to Cover and Sample Script

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Teacher Talking Points.Middle and High School.No CA wildfire.Nov 19 2018

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The National Center for School Crisis and Bereavement (NCSCB)

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The National Center for School Crisis and Bereavement (NCSCB)

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Supporting Students When They Return to School

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EYE MOVEMENT DESENSITIZATION AND REPROCESSING THERAPY

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First Day Back at School for Elementary Students After Wildfires

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First Day Back at School for Elementary Students After Wildfires

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Key Topics to Cover and Sample Script

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Teacher Talking Points.Elementary School.No CA wildfire.Nov 21 2018

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grievingstudents.org

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Field Operations Guide

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grievingstudents.org

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Psychological First-Aid for Principals & Administrators

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Psychological First-Aid for Principals & Administrators

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Helping Young Children Recover after Fires, Floods & Other Disasters

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Helping Young Children Recover after Fires, Floods & Other Disasters

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Supporting Students When They Return to School

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grievingstudents.org

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The Power of Play

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PFA for Teachers & Students

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grievingstudents.org

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Recommendations

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Helping children impacted by wildfires

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Helping Children After a Wildfire

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Sonoma County Crisis Response and Recovery Resource Guide

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Sonoma County Crisis Response and Recovery Resource Guide

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SOS Response and Recovery Resource Guideexceprt

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NCSCB

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Supporting Grieving Students

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Teacher Training Module_ Supporting grieving students

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The National Center for School Crisis and Bereavement (NCSCB)

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The National Center for School Crisis and Bereavement (NCSCB)

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Supporting Students When They Return to School

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Con Hijos Que Han Sido Afectados por Incendios

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Helping Infants and Toddlers after Disasters

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Helping Preschool Age Children After Disasters

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Helping School Age Children after Disasters

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Helping Adolescents after Disasters

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Student handout

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Story and Coloring Book

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Libro para leer y/o colorear

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The National Child Traumatic Stress Network

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Ayuda a los niños pequeños y a sus familias a hablar sobre los sentimientos y las preocupaciones que puedan tener después de vivenciar un incendio a gran escala, como un incendio forestal. Este libro infantil, describe algunas de las reacciones de Trinka y Sam y habla de cómo sus padres les ayudan a expresar sus sentimientos y sentirse más seguros. Al final del libro se incluye una guía para el cuidador, que brinda información sobre las formas en que los padres pueden usar la historia con sus hijos. Esta es la versión en español de Trinka and Sam: The Big Fire.

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Ayuda a los niños pequeños y a sus familias a hablar sobre los sentimientos y las preocupaciones que puedan tener después de vivenciar un incendio a gran escala, como un incendio forestal. Este libro infantil, describe algunas de las reacciones de Trinka y Sam y habla de cómo sus padres les ayudan a expresar sus sentimientos y sentirse más seguros.

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Interactive Book

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FLYER: The School Response to Camp Fire Training 

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FLYER: The School Response to Camp Fire Training 

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Presented by Dr. Stephen Brock & Dr. Shelley Hart

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grievingstudents.org

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Presented By: Dr. Stephen Brock & Dr. Shelley Hart

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Como ayudar a los ninos despues de un desastre natural

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The National Center for School Crisis and Bereavement (NCSCB)

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The National Center for School Crisis and Bereavement (NCSCB)

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Presented by: Dr. Stephen Brock and Dr. Shelley Hart

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Butte COE Handout Camp Fire - Hart-Brock

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Crisis and Trauma Response Training_ TOT FINAL