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Guys, I'm not gonna lie. We have a few TOUGH kiddos right now. I am doing my best to remember what I read in this book, and have been using the language pretty consistently  when they are breaking down. I am definitely building relationships with these kids. I believe that they trust me.
BUT- I struggle with the fact that some days they are spending more time out of the room than in. I struggle with the fact that they prefer this. I struggle with the fact that I am not sure how to start next year off strong and allow the new teachers to build the relationships these kids are craving. Honestly, I am feeling defeated, but I am hopeful that things WILL get better.

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As I was reading the first part, beginning on page 11, I wondered if there was a way to "measure" trauma during our initial evaluations. How can we identify the kids more quickly to get them and their families support?

On page 76, the author lists several good questions to consider. However, I kept thinking about Collaborative and Proactive Solutions with Dr. Ross Greene. I feel like many of the suggestions in this book are adults doing things to kids rather than with kids. Where is the student voice?

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These statements can be powerful to our dysregulated students

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Be kind, don't judge, and have respect for others. If we can all do this , the world would be a better place. The point is to teach this to the next generation- Jasmine Guinness

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When reading the first part of the book..

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When reading the first part of the book..

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I always thought of "trauma" as something that has happened to a child, not necessarily a fetus. I mean, obviously when a child's mother does drugs or drinks while pregnant, the child will have obvious struggles after they are born and well into their life. However, I never really thought about the stresses on a parent before giving birth as being a "trauma". After reading part one I look at trauma now as something completely different. The whole time I was reading this, I was thinking about the class I had my 6th year of teaching and how so many of them had clearly been through so much trauma probably before they were born and definitely after. I was thinking about how I could have handled things different if I had been more informed. I am very excited to read part 2 to get more information on how to best teach students who have dealt with so much trauma so early in their life.

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After Thursday's discussion I am wondering...

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After Thursday's discussion I am wondering...

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How is it possible we have children that do not feel safe or liked within our walls at BSE?  I am also very hopeful that in time, with new knowledge and awareness of Dr. Forbes' work that we will evolve as a staff for all children that enter our doors to feel safe and loved while under our watch.  We cannot control what happens at home but with relationships with families, we sure can impact it.

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Less Obvious Trauma- when a child feels as if his only value lies in meeting someone else’s needs. Maybe that is another reason we need to treat everyone as a child of trauma.

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"It is up to us to find the courage to change our mindset."  And then model for our peers and be willing to talk about our new beliefs.

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Absolutely nothing. However,  wanted to get a base before I read Help for Billy, so I just finished The Trauma Informed School. So far, I feel like the text is written for elementary and secondary staffs/schools. I'm very interested in seeing how a more applicable spin could be placed on it for younger learners.

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That a trauma informed approach is good for all students not just those that have experienced trauma.

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Trauma is an emotional response to an adverse event(s) in a person’s life. The toll it takes on a child can show signs through emotional, social, behavioral, physical adverse responses. Trauma doesn’t have a “look.” There are children walking into our classroom every single day that are from affluent homes, but still are/have experienced trauma. With every interaction, it is imperative to respond to each child with the mindset that trauma may have impacted their life.

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TIS make it a priority to connect individual adults with a child that has experienced trauma bc one caring adult can change a life.  Teachers are trained on the changes of brain activity after trauma is survived.