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https://www.youtube.com/watch?v=H4xH8sw0Eh8

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https://interface.williamjames.edu/

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The William James INTERFACE Referral Service, ​offered through our Freedman Center, is a mental health and wellness referral Helpline available 9am to 5pm on Mondays, Wednesdays and Fridays and 8am to 6pm on Tuesdays and Thursdays (excluding holidays), at 888-244-6843 (toll free). This is a free, confidential referral service for residents of participating communities. Callers from these participating communities are matched with licensed mental health providers from our extensive database, on average, within 2 weeks of their call to INTERFACE. Each referral best meets the location, insurance, and specialty needs of the caller.

INTERFACE Referral Service also provides Guides, available for all visitors to our website, which can be found on the Guides Tab above, which are helpful when navigating the mental health system.

Additionally, William James INTERFACE Referral Service supports the work of organizations across the state, including the Suffolk and Norfolk Juvenile Court Clinics, the Department of Disabled Persons Protection Commission's Sexual Assault Response Unit and two state initiatives: Massachusetts Child Psychiatry Access Project (MCPAP), and MCPAP for Moms.

More information about the service and terms of confidentiality are on our Contact page.

For information about becoming a participating community, please complete this form and we will get back to you as soon as possible.

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William James INTERFACE Referral Service |

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The William James INTERFACE Referral Service, ​offered through our Freedman Center, is a mental health and wellness referral Helpline available 9am to 5pm on Mondays, Wednesdays and Fridays and 8am to 6pm on Tuesdays and Thursdays (excluding holidays), at 888-244-6843 (toll free). This is a free, confidential referral service for residents of participating communities.

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https://www.psychologytoday.com/us

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Psychology Today: Health, Help, Happiness + Find a Therapist

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View the latest from the world of psychology: from behavioral research to practical guidance on relationships, mental health and addiction. Find help from our directory of therapists, psychologists and counselors.

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School Adjustment Counselors (Special Education/Guidance)

LICSW & LMHC

These skills give us the ability to:

Treatment plan, utilizing up to date treatment modalities, assess needs, crisis pre/post planning.  More than just ***feel***.

Expertise/ Licensure

Outside therapists Hold the following licenses:

LICSW (mostly used in the world for therapy)

LMHC (mostly used in the world for therapy)

PsyD

Psych-MD & PNP (Prescriber)

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Google Forms - create and analyze surveys, for free.

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Create a new survey on your own or with others at the same time. Choose from a variety of survey types and analyze results in Google Forms. Free from Google.

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Recognizing how hard this year has been on students, families, and educators

For many students, families, and educators this year has been characterized by persistent feelings of being overwhelmed. These are expected reactions given this extraordinary set of circumstances we have all experienced. In recent meetings with high school students, many report feeling fatigued, disconnected, unmotivated and misunderstood, attributing these struggles to long hours on the computer screen and often a lack of meaningful connections to peers, adults and to structure. Some comments:
"I felt a little panicked because I didn't have the connection that I wanted with my teachers." "We don't have as much motivation because your teachers aren't here to push you and your classmates aren't there to push you."
Many families report feeling overwhelmed and on their own to figure out how to support their students' learning as well. They feel challenged to effectively and meaningfully communicate with the school. Conversations with educators reveal their concern about their own health and safety as well as feeling increased stress and overwhelm related to their significant concerns over students' learning loss, emotional wellbeing and widening equity gaps. It is critical to recognize that this year has been traumatic for many in the school community.

As schools reopen how can we use what we know about the impacts of trauma to provide learning environments in schools that will respond to the many emerging and varied needs of students? One way is to keep trauma-sensitivity at the forefront of planning as students return.

Taking a step back to reflect and problem-solve using the trauma-sensitive lens

Trauma-sensitive schools use a process of reflection, inquiry, and action planning to address their urgent concerns and are guided by the attributes of a trauma-sensitive school. Through engaging in a process of asking questions, schools can continually move closer to the goal of creating trauma-sensitive learning environments, where students feel safe and welcomed, as they return. Key to the success of this inquiry-based process is engaging all staff in identifying urgencies and problem-solving action steps. This engagement leads to a greater sense of cohesion and empowerment among staff that fuels ongoing collaboration and teamwork. In turn this leads to a stronger school community and stronger connections, not only among staff but among students and families as well.

​ Strengthening the connections we need to re-build at this time also serves us well in the long-term

Guiding schools' reflection and action planning with these questions can help schools get started in planning for re-entry:

What actions can we take across our school to help students and families feel welcomed and prepared to return to our building?

How can we build in time and space to reach out to each family, including those whose children may not show up for school?

How can we ensure that we have an effective communication protocol in place to welcome each family back to school and communicate with students and families our goal to meet their health and safety needs? How do we ensure that all staff are supported to use this protocol with each and every family?

How can we build in time to reflect on what students and their families tell us about their experiences during the pandemic?

How will this inform our efforts to meet student needs as we move forward?

How will this inform us about the families' needs for community services?

Do we have in place a protocol for linking families to community services they may need?

What actions can we take, as a staff, to make sure that our efforts are informed by the voices of our students and their families?

How can we create a shared understanding among all staff of the impact of trauma on learning, behavior, and relationships?

What actions can we take across our school to help promote our students' sense of safety (physically, socially, emotionally, and academically)?

How will the whole child lens guide our efforts?
How will we bolster and re-build students' skills in building relationships and self-regulating behavior and emotions?

What actions can we take across our school to promote our students' sense of connection to their teachers, peers and school community?

How can we create time and space to validate our students' experiences of remote learning?

What actions can we take to support our students to re-engage in their learning?

For more information on the impact of trauma on learning and using the inquiry based process to create trauma-sensitive schools, please read our publications, Helping Traumatized Children Learn, Volumes 1 and 2 and watch our videos.

This MA DESE guidance, (Section 1.1a.1) includes the protocol for schools to develop Family Communications Plans for each and every student's family. The Sample Questions for Individualized Family Communication Plans contain example protocols for educators to use to create a customized plan for each family and student, and include as one of the first queries in the questionnaire, which was designed to develop a customized plan with each family, a question about the family's language preference in order to facilitate authentic and meaningful communication.

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Trauma-Sensitive School Reopening - Trauma Sensitive Schools

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As schools reopen how can we use what we know about the impacts of trauma to provide learning environments in schools that will respond to the many emerging and varied needs of students? One way is to keep trauma-sensitivity at the forefront of planning as students return.

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https://www.youtube.com/watch?v=PmBYdfv5RSk

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https://namimass.org/resources/

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As schools across the country continue to shift as a response to Covid-19, some classes will have a blended learning component which means teachers and staff must be prepared to serve students through several modalities, while others are shifting to virtual or opening schools for in-person learning. Flexible learning environments have been important to the pandemic response as well as the implementation of trauma-informed practices to support students and families during this time.

Trauma-informed practices in the school are not just for students who have experienced specific traumatic experiences but instead are an holistic approach to student support. The steps to implement trauma-informed practices directly impact the school environment by making it more inclusive for all students. Trauma looks different for each student and it's important that schools are prepared to address unique traumas identified or unidentified within the school. Not every student will be open about their experiences during the pandemic. Take great caution in engaging students and create spaces that allow teachers and staff to proactively address student needs.

Traumatic experiences can impact students in a way that may change a student's behavior. Teachers and staff should be mindful of these shifts as students change learning environments and must be prepared with trauma-sensitive practices in response.

10 Point Checklist for Trauma-Sensitive Classrooms

Classroom Routines

Establish classroom routines that students can adjust to as they transition back and forth between settings. This is important for students as they reconnect with the classroom space and others. Clearly communicate the routines and lead by example. Give students time to process the routines by communicating in small chunks and with time to practice on their own. Take some time to share, re-iterate and practice as students may need to be affirmed as they are able to meet those routine expectations.

Coping Strategies

Students may or may not be prepared to discuss their home environments, but staff can support them by teaching breathing exercises, and providing quiet corners as tools for coping. Teach students to practice meditation strategies to calm their anxiety and center themselves in the classroom.

Re-build Relationships

Take time for students to reconnect with each other, with staff and with the school environment. Students may have experienced loss as they missed their friends and teachers which means they will need time to rebuild their relationships. Focus on showing the student that the teachers and administration really care about them and are there to listen and support their learning. Be mindful of students who may have been participating in virtual learning, and may need support in transitioning to in-person learning methods. Take time to answer questions and be sensitive to students who may be learning at a different pace.

Stay Connected to Families

As much as your program allows, continue to almost over-communicate with families. Keeping them involved and in the loop about the transitions in the classroom also helps them to support their student at home. Do not stop sharing details about the curriculum or learning and continue to provide multiple learning modalities as well as supports for students. If there is an opportunity to provide updates and positive reports, do that so parents/families can continue to encourage their students.

Set a Positive Tone

Students may return to school with some negative energy and thoughts about the pandemic and how they experienced it. This is an opportunity to create some positivity within the classroom. Leverage posters, mantras and other visuals that encourage hope and positiveness to influence student perceptions and classroom experience. Use PBIS strategies to highlight the positive things students do instead of bringing attention to poor behavior choices.

Provide Space for Student Voices

Allow students to use their voice and share as much as possible. This can be through written reflection, group circles, having students choose a song of the day or create a drawing. In any way possible encourage students to articulate their emotions. These may be related to their transition or any of their sensitivities and can be used to inform how you engage with students and ideas about support.

Practice Self-Control

Encourage students to take some agency in places that they can control. Throughout the day create times and spaces where students can choose their level of engagement. This allows students to take a break or self-regulate their participation throughout the day. Allow students to identify ways they can make choices for themselves. For example, students can identify ways they would like to engage with others, or choose to participate in group or do an individual activity.

Implement Breaks

As students adjust, find time in the day for some breaks from learning. This will encourage students to process the day but also give them time to rest. Do not expect that students will be operating with maximum effort during full lessons. Find time for them to learn in small chunks and check for understanding. During these breaks, implement some of the meditation practices like breathing patterns or even time to stand move around if possible.

Sanitized & Physically Distanced Environment

For any students feeling any anxiety about their return to school having spaces that are sanitized and for them to distance themselves is helpful. Safety precautions may include temperature or sanitizing stations, extra masks, and taking precautions with cleaning procedures in place.

Take Notes

Each day, have a place to take notes and reflect on the day. This may include connecting with other teachers and administration to debrief the day. These notes will be helpful to identify areas of growth and specific needs from students. This will also allow for the teacher to make changes as needed to better support the students.

As students are returning, remember that everyone experiences trauma and stress differently. This checklist is not exhaustive but does provide some initial points of engagement within the classroom environment. As a reminder to staff and other school personnel, be patient during this time. Be flexible and focus on the students well-being in order to create a positive learning environment.

The CDC has also provided a checklist for students , families and school staff with additional ideas about how to prepare for a transition to in-person learning. As a teacher or administrator, also find time for yourself to reflect and adjust. Serving with a trauma-sensitive approach involves a lot of energy and personal self-care. You can do this! Take care of yourself!

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As schools across the country continue to shift as a response to Covid-19, some classes will have a blended learning component which means teachers and staff must be prepared to serve students through several modalities, while others are shifting to virtual or opening schools for in-person learning.

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By Dr. Tommy Wells and Regan Davis

For 12 months, most students have experienced education in a remote setting, whether part or full time. The arrival of a COVID-19 vaccine holds out the promise that in-person learning will resume by the fall; the Centers for Disease Control and Prevention has offered guidelines for a safe return even before then. But whenever students return to the classroom, they will do so having shared a traumatic experience.

This is sure to pose unexpected challenges both for students and for educators. In particular, students may have difficulty transitioning back to in-person learning after being remote, and often isolated, at home for most of the school year.

Returning to school following a long bout of virtual learning will require a shift to the function of classrooms. Educators need to prioritize social and emotional skills.

Childhood trauma is associated with barriers to school achievement, as traumatic stress can disrupt social, emotional, cognitive and brain development. Specifically, childhood trauma can adversely impact students' self-regulation and executive functioning skills-organization, comprehension and memorization, for example. This has negative consequences for learning, as shared by the Center on the Developing Child at Harvard University. With current and future circumstances presenting unprecedented obstacles, it is important for teachers to make students' trauma and healing a priority above all else, including the pressure for academic success.

Returning to school following a long bout of virtual learning will require a shift to the function of classrooms. While focusing on data and using it to drive instruction must be a focus, teachers need to understand that data will, and should, look different. Educators need to prioritize social and emotional skills within their trauma-informed practices in the classroom and pair those with academics to create an environment that best serves students.

As described in Education Week last year, "regulating emotions, managing stress, empathizing with others, and maintaining relationships-all social-emotional skills-will be key to helping students overcome the trauma and challenges brought on by the pandemic so that they are in a state of mind to learn come fall."

To comprehend academic content, both students and educators must first begin to heal from the trauma brought on by COVID-19, and teachers can facilitate students' recovery by providing support both inside and outside the classroom. As teachers adapt to become more trauma-informed, they could consider the following elements:
Classroom Environment
Focus on building relationships that are rooted in safety and connection. Teachers should focus on activities that build relationships, such as holding community circles. Community circles can provide a safe space for students while promoting respect, empathy and communication skills.

Establish classroom norms and routines in concert with students that promote predictability. Teachers can engage students in developing classroom rules that focus on safety, respect and responsibility while ensuring that these rules align with schoolwide policies. Classroom rules, along with a daily agenda and a visual timer, can be posted as reminders for students. Visual reminders are particularly helpful for transitioning between activities, which can be challenging for students who have experienced trauma.

Teach social and emotional skills. Whether through an established curriculum or teacher-created lessons, students benefit from direct instruction in social and emotional skills, such as lessons on empathy, emotional regulation and interpersonal skills. Teachers can also role-play scenarios for self-regulation and problem solving. For further information, educators should review the resources provided by the Collaborative for Academic, Social, and Emotional Learning (CASEL) at https://casel.org/.

Be visible outside the classroom. Educators should actively monitor the halls during class transitions or join classes for lunch. Interacting with students in informal settings can further strengthen relationships.

Minimize exclusionary discipline practices. Employ practices that keep students in school, such as restorative discipline practices that focus on repairing relationships between peers or staff. For additional information, educators could review resources provided by the Trauma and Learning Policy Initiative.

Set boundaries between work and personal time. Teachers can maintain office hours for communication with staff, students and families that limit working in the evenings and on weekends.

Establish meaningful routines, such as mindfulness, journaling or disconnecting from technology. Educators can also focus on monitoring their diet and levels of hydration, finding sustainable exercise and trying strategies to improve sleep. More resources can be accessed through Panorama Education.

As schools prepare for an in-person return to learning, the key point to remember is that intentional and meaningful relationships must be established with students. After the unpredictability of the last year, many may experience a lack of trust, hyperactivity or dissociation, among numerous other reactions.

As Jessica Minahan, a licensed and board-certified behavior analyst, special educator and school consultant, wrote in 2019, "Students can't learn unless they feel safe. When it comes to student trauma, there is much that is beyond educators' power, but there is also a great deal they can do to build a supportive and sensitive environment where students feel safe, comfortable, take risks, learn and even heal."

When educators find ways to connect with and support students, they begin the process of healing, which so many of our students will need when returning to in-person learning.
Dr. Tommy Wells is an assistant professor in the Annsley Frazier Thornton School of Education at Bellarmine whose research interests include education policy, school leadership, and trauma-informed practices. His current courses include Trauma-informed Classrooms, Creating Trauma-informed Schools, and Research Methodology for School Leaders.

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Post-COVID, teachers must deal with students' shared trauma

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By Dr. Tommy Wells and Regan Davis For 12 months, most students have experienced education in a remote setting, whether part or full time. The arrival of a COVID-19 vaccine holds out the promise that in-person learning will resume by the fall; the Centers for Disease Control and Prevention has offered guidelines for a safe return even before then.

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Trauma Informed School Strategies During COVID-19

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Trauma Informed School Strategies During COVID-19