Module 2 Trauma-Informed Teaching/Discipline by Raquel Sousa

Poverty

kweissmercord — 2024-02-24 15:55:48 UTC

Includes but not limited to:

Financial stress

Experiences related to homelessness

Lack of social mobility and resources

kweissmercord — 2024-02-24 16:03:10 UTC

Slides 9-17 identifies different types of trauma that can effect students

Refugee and Immigrant

kweissmercord — 2024-02-24 16:04:35 UTC

Includes but not limited to:

Migration stress

Involuntary displacement

Experiences with war & political violence

Historical

kweissmercord — 2024-02-24 16:05:14 UTC

"Historical trauma is multigenerational trauma experienced by a specific cultural, racial or ethnic group" (Trauma, n.d.)

Example of Groups impacted:

Native American and Alaska Native Communities

Communities of color

Holocaust Survivors

LGBTQ communities

Racial

kweissmercord — 2024-02-24 16:05:51 UTC

Includes but not limited to:

Experiencing discrimination

Racial harassment

Witnessing or experiencing hate crimes

Daily microaggressions

Increased Trauma Experiences in Communities of Color and Low Socioeconomic Status

kweissmercord — 2024-02-24 18:10:23 UTC

Trauma Negatively Impacts Academic Performance and Executive Functioning

kweissmercord — 2024-02-24 18:23:43 UTC

Exposure to Trauma Increases Likelihood of Truancy, Suspension and Expulsion

kweissmercord — 2024-02-24 18:27:53 UTC

Preexisting Disproportionate Number of Students of Color or Low Income Students with IEP plans

kweissmercord — 2024-02-24 18:35:49 UTC

Awareness of Trauma Risk Factors

kweissmercord — 2024-02-24 20:10:11 UTC

Increased Risk Factors include:

Student of color
Student of low socioeconomic background
Student of Native American background
Immigrants or Refugees

Movement

rsousa17 — 2024-02-25 16:08:39 UTC

Safe Learning Environment

rsousa17 — 2024-02-26 01:48:52 UTC

Trauma-informed classrooms take on the unfortunate and "not the norm" life experiences of at risk children.

We can create a safe learning environment that meets the physical and emotional needs of all children.

Some examples that a teacher can provide are: validating a student's emotions, being a positive role model, encouraging independence, allowing them to have a voice, be kind and mindful, have daily check-ins with students

When the at risk students feel they are in a safe learning environment they can let their guard down and be who they are without being judged.

Conflict Resolution

rsousa17 — 2024-02-26 01:49:39 UTC

rsousa17 — 2024-02-26 01:53:28 UTC

All members of a school community come together to foster trauma informed care for children

Home School Connection

Partnership with parents and families is an important part of providing trauma-informed care

Calming Centers

rsousa17 — 2024-02-26 18:45:07 UTC

Breathing Techniques

rsousa17 — 2024-02-26 18:46:46 UTC

How to Build Social Emotional Skills for Executive Functioning

rsousa17 — 2024-02-26 19:17:10 UTC

How Trauma Affects Kids in School by Caroline Miller

rsousa17 — 2024-02-26 21:01:43 UTC

Child Mind Institute . (n.d.). How trauma affects kids in school by caroline miller (C. Miller, Ed.). Child Mind Institute . Retrieved February 25, 2024, from https://childmind.org/article/how-trauma-affects-kids-school/

Trauma-Informed Care in Schools: A Social Justice Imperative

rsousa17 — 2024-02-26 21:12:25 UTC

Trauma-Informed care in schools: a social justice imperative. (2015). National Association of School Psychologists (NASP). https://www.nasponline.org/publications/periodicals/communique/issues/volume-44-issue-2/trauma-informed-care-in-schools-a-social-justice-imperative

Trauma-Sensitive Schools Training Package | National Center on Safe Supportive Learning Environments

rsousa17 — 2024-02-26 21:23:21 UTC

Trauma-Sensitive Schools Training Package | National Center on Safe Supportive Learning Environments (NCSSLE). (2018). https://safesupportivelearning.ed.gov/trauma-sensitive-schools-training-package

Building Trauma-Sensitive Schools Module

rsousa17 — 2024-02-26 21:26:39 UTC

Disproportionate Identification of Students of Color in Special Education

kweissmercord — 2024-02-26 22:24:20 UTC

Disproportionate identification of students of color in special education – Learning Disabilities Association of America. (n.d.). https://ldaamerica.org/lda_today/disproportionate-identification-of-students-of-color-in-special-education/

Trauma-Informed Care in Schools: a Social Justice Imperative

kweissmercord — 2024-02-26 22:26:07 UTC

Trauma-Informed care in schools: a social justice imperative. (n.d.). National Association of School Psychologists (NASP). https://www.nasponline.org/publications/periodicals/communique/issues/volume-44-issue-2/trauma-informed-care-in-schools-a-social-justice-imperative

Trauma

kweissmercord — 2024-02-26 22:29:31 UTC

Trauma. (n.d.). The Administration for Children and Families. https://www.acf.hhs.gov/trauma-toolkit/trauma-concept

plowry3 — 2024-02-27 01:24:55 UTC

Positive Reinforcement

plowry3 — 2024-02-27 01:40:31 UTC

Always praise students. This nurtures confidence and helps the vulnerable students and teaches them how to think and talk positively about themselves.

Finding praise in simple tasks such as "You did so well bringing the books to the table for me". This allows the student to not feel like a failure before even starting a task since they are most likely never praised at home.

Simple Phrases for Praise

You have a positive attitude that I admire.
Your love for learning is impressive.
It's great to have you in my class.
You're a fantastic person and student.
This is a dedicated and determined student.
You're a delight to have in class.
You're a quick learner.

Power of PLAY!

plowry3 — 2024-02-27 02:26:08 UTC

No matter the age of a student, play (or whatever terminology is used for the age) is a privilege for students coming from a traumatic situation.

Play can be used to control a traumatic experience. For example, the student can reenact the experience while playing with toys.

plowry3 — 2024-02-27 02:27:21 UTC

Who Can Advocate?

plowry3 — 2024-02-27 02:38:25 UTC

Stakeholders

· Parents

· Students

· Educators

· Community members (ex: PTA/PTO)

· Policymakers (ex: Board of Education)

Being a stakeholder involves empathy, patience and respect. These are qualities students need in a safe learning environment.

How to be a Good Advocate

plowry3 — 2024-02-27 02:49:39 UTC

Good Advocates

· give frequent positive nonverbal cues (nod of the head showing the student did good work, thumbs up)

· wait for a pause to ask important questions

· be an active and effective listener

· maintain eye contact (they know you are really listening)

· treat everything the student is saying with respect

· create a safe environment where the student cannot be judged

plowry3 — 2024-02-27 03:04:57 UTC