Transcript CSEFEL: http://csefel.vanderbilt.edu

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
Participants
will be able
to:
• 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
http://gucchdtacenter.georgetown.edu/Trau
maInformedCare/Module1.html
Introductory Video to Module 1
http://gucchdtacenter.georgetown.edu/TraumaInformedCare/Module2.html
http://gucchdtacenter.georgetown.edu/TraumaInformedCare/Module6.html
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
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.
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.
e.g.TFCBT
e.g.
CBITS
e.g. screening, attention to
transitions, calming
activities
https://vimeo.com/109042767
http://gucchdtacenter.georgetown.edu/TraumaInformedCare/Module4.html
http://gucchdtacenter.georgetown.edu/TraumaInformedCare/Module3.html
http://gucchdtacenter.georgetown.edu/TraumaInformedCare/Module3Resources.html#Self-Care
http://gucchdtacenter.georgetown.edu/TraumaInformedCare/ or http://trauma.jbsinternational.com/traumatool
Partnership
with JBS
International
8 Modules
9
Introductory
Videos
Other
Summary
Documents
5 Issue
Briefs
7 Sets of
Annotated
Resources
Example of video from Module 1:
Understanding the Impact of Trauma
25 Content
Videos
WEDGING IN
SOCIAL
EMOTIONAL
LEARNING
Tiered
Intervention
Evaluations
Standards
Promoting Safe & Supportive
Learning Environments
Through Teaching
Practical Application in Early Elementary Classrooms
CROSSWALKS &
ROUTINE GUIDES
TNELDS
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 #)
FIRST GRADE
Common Core
State Standards
(Topic Area: Item #)
KINDERGARTEN
TN Content
Standards (Subject
Area: Item #)
FIRST GRADE
TN Content
Standards (Subject
Area: Item #)
Classroom Routine Guide
Contents:
1.
2.
3.
4.
User Guide
Behavioral Expectations
Support Planning Sheet
Routine Guides
• 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
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
NAVIGATOR
Walk me through those confusing sites…
Team Tennessee Website:
http://teamtn.tnvoices.org
Here’s where you
can find out about
upcoming trainings
& events.
Here’s where you
can download
documents & look
for new resources
from us!
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-Administrators
Pyramid Model Resource Sheet-Family
Pyramid Model Resource Sheet-Educators
CSEFEL: http://csefel.vanderbilt.edu
Find a variety
of resources
for Pyramid
Model
Implementation
Learn About
CSEFEL & the
Pyramid Framework
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
What are you
looking for?
Learning about
new materials
on the website
All about
TACSEI
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
[email protected]
Beth Vorhaus
(615) 269-7751
[email protected]
• 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”
September 2014
 Patti Derr – [email protected]
 Ellen DiDomenico - [email protected]
 Lucille Eber - [email protected]
 Debra Grabill – [email protected]
 Sherry Peters – [email protected]
 Sandra (Keenan) Williamson – [email protected]
 Ed Morris – [email protected]
 Wendy Luckenbill - [email protected]
Education: An Essential Component of Systems of Care Practice Group