PROMOTING A TRAUMA INFORMED LEARNING ENVIRONMENT IN SCHOOLS

Presented by the “Education: An Essential Component in System of Care” Practice Group

Sherry Peters, Georgetown University National TA Center for Children’s Mental Health

Melissa Binkley and Beth Vorhaus, TN Voices for Children

Wendy Luckenbill, Community Care Behavioral Health Organization

Learning Objectives

• Recognize the relationship between trauma and learning

• Appreciate diverse perspectives (youth, family, school personnel, mental health providers)

• Identify practical strategies to address trauma in a multi-tiered system of care

• Understand secondary trauma

Participants will be able

to:

Polling Question

Henry’s Story http://gucchdtacenter.georgetown.edu/TraumaInformedCare/Module1.html

Introductory Video to Module 1

Hearing from Educators and Mental Health Professionals

http://gucchdtacenter.georgetown.edu/TraumaInformedCare/Module2.html

Hearing from Young Adults and Families

http://gucchdtacenter.georgetown.edu/TraumaInformedCare/Module6.html

What are Families Saying?

Martha says she need to educate everyone about trauma – a

constant battle to get the right kind of supports for her son –

“The school thought of me as a bad person for speaking up”

Kathy offers practical suggestions for schools such as texting

meeting reminders to parents who may have limited minutes on

their cell phone but unlimited texts

More from Families

Practitioners across all the child serving systems are given very little training on engaging and partnering with families.

Instead, training has tended to focus on family structure and parent deficits.

When practitioners encounter families with multiple challenges, it is easy to fall back on cultural assumptions that blame, shame,

and de-humanize families with labels like dysfunctional and resistant, which only increases alienation for everyone.

Practitioners need to approach families with mindfulness of their vulnerability including feelings families have about systems having

power over them.

More from Families

Phoebe suggests: “Teachers need to pay attention to what children can do rather than

what they can’t.”

Cassandra wonders if teams of parents could work with teachers to help them identify and pay attention to what else might be going on in a

child’s life that is affecting their behavior and performance in

school.

Multi-Tiered Approach to Addressing Trauma in Schools

e.g. CBITS

e.g.TF-CBT

e.g. screening, attention to transitions, calming

activities

Teaching the “Brain”

https://vimeo.com/109042767

Evidence-Based Treatmentshttp://gucchdtacenter.georgetown.edu/TraumaInformedCare/Module4.html

What About Secondary Trauma?

http://gucchdtacenter.georgetown.edu/TraumaInformedCare/Module3.html

Self-Care to Address Secondary Trauma

http://gucchdtacenter.georgetown.edu/TraumaInformedCare/Module3Resources.html#Self-Care

9 Introductory

Videos8 Modules

http://gucchdtacenter.georgetown.edu/TraumaInformedCare/ or http://trauma.jbsinternational.com/traumatool

Partnership with JBS

International

5 Issue Briefs

7 Sets of Annotated Resources

25 Content Videos

Other Summary

Documents

Example of video from Module 1: Understanding the Impact of Trauma

Evaluations

Standards

TieredIntervent

ionWEDGING IN SOCIAL EMOTIONAL LEARNINGPromoting Safe & Supportive

Learning Environments

Through Teaching

Practical Application in Early Elementary Classrooms

CROSSWALKS & ROUTINE GUIDESTNELDS

Common Core Standards

State Content Standards

Suggestions for Addressing Challenging Behavior

PreK CROSSWALK• Tool includes a crosswalk for referencing connections to

Classroom Standards AND for seeking out more information on a given topic.

• Full Pre-K Crosswalk has 5 Sections: • CSEFEL/Pyramid Model Topic Area• TTACCT (Classroom Coaching tool)• ECERS-R• TN-ELDS• CLASS (Pre-K)

Common Core CROSSWALK (Kindergarten-Third Grade)

1. Pyramid Model Introduction for Teachers

2. Full Crosswalk: • Pyramid Model Training Module/Topic Area

(Based on K-1 Train-Coach-Train)• TDOE Standards (Common Core & Content)

Common Core CROSSWALK (Kindergarten-Third Grade)

3. Addressing Specific Challenging Behavior(s) with Teachers & Parents• Form & Function of Challenging Behavior• Prevention Strategies• Replacement Skills

4. Tennessee Standards Reference Guide

Decoding the Common Core Crosswalk

Pyramid Model

Module

Training Topic Area

KINDERGARTEN Common Core

State Standards(Topic Area: Item #)

KINDERGARTENTN Content

Standards (Subject Area: Item #)

FIRST GRADE Common Core

State Standards(Topic Area: Item #)

FIRST GRADETN Content

Standards (Subject Area: Item #)

Classroom Routine Guide• Whole Group/Start of Day

Activities• Academic Learning

Centers/Seatwork/Small Groups• Centers/Free Choice• Rest/Quiet Reading• Art (in Classroom)• Computer (in Classroom)• Recess• Snacks/Meals• Transitions

• Classroom Activities/Clean Up• Bathroom/Wash Hands• Line Up

Contents:1. User Guide2. Behavioral Expectations3. Support Planning Sheet4. Routine Guides

Behavioral Expectations of 4 year olds – 8 year olds

Understanding of developmental levels and behavioral expectations of children is essential when thinking about or using strategies for children with challenging behavior.

Remember all children develop skills at different rates and at different times.

When deciding which strategy will work best with a child take into account what they can do as well as what new skills they learn

Routine-Based Support Guide - EXAMPLE

Missing Resources?“I don’t have any social

emotional books, games or songs. I need all of my

planning time to take care of regular classroom activities

– I can’t spend it making things for these extra

activities.”

WEBSITE NAVIGATORWalk me through those confusing sites…

Team Tennessee Website:http://teamtn.tnvoices.org

Here’s where you can download documents & look for new resources from us!

Here’s where you can find out about upcoming trainings & events.

Here’s where you can chat with each other about implementation progress.

Here’s where you can get in touch with us or send someone else to get in touch with us!

How to Start Finding Materials/Resources(Easier than Website Surfing!)

Most Important!Where can I find all the Pyramid

Model Implementation Materials?

Pyramid Model Resource Sheet-AdministratorsPyramid Model Resource Sheet-Family Pyramid Model Resource Sheet-Educators

Find a variety of resources for Pyramid

Model Implementation

Learn About CSEFEL & the

Pyramid Framework

CSEFEL: http://csefel.vanderbilt.edu

CSEFEL Resources to Note:

What Works Briefs- (WWB)• Cover Topics across the tiers

of the Pyramid.

• 24 briefs in English & Spanish

• Appropriate for administrators, teachers & parents.

TACSEI: www.challengingbehavior.org

All about TACSEI

Learning about new materials on the website

What are you looking for?

TACSEI Resources to Note:

Backpack Connection Series• A series of 14 handouts for

parents covering:• Emotions• Social Skills• Routines & Schedules• Challenging Behaviors

• Build relationships from school to home

• Encourage social emotional development.

CONTACT US

Melissa Binkley(615) 269-7751

mbinkley@tnvoices.org

Beth Vorhaus(615) 269-7751

bvorhaus@tnvoices.org

Continue the Conversation:Promoting A Trauma-Informed Learning Environment in Schools

• Log onto www.sharedwork.org and select Communities of Practice

• Click on “School Behavioral Health”• Scroll down and click on “Education: An Essential

Component of System of Care”• Join the group and select the private pages where you will

find the “Blog”

“Education: An Essential Component of System of Care” Practice Group Leadership Team and Presenter Contact Information

Patti Derr – pattijenann@yahoo.com

Ellen DiDomenico - edidomenic@pa.gov

Lucille Eber - Lucille.Eber@midwestpbis.org

Debra Grabill – dgrabill@air.org

Sherry Peters – slp45@georgetown.edu

Sandra (Keenan) Williamson – swilliamson@air.org

Ed Morris – MorrisEF@missouri.edu

Wendy Luckenbill - luckenbillwl@ccbh.com Education: An Essential Component of Systems of Care Practice Group

September 2014