Trauma-Informed Practices in Schools Webinar Series: Video links and slide decks

Bryan Clement 2/19/2011:13 AM

Hi Team,

I just wanted to share a series of webinars that I co-hosted with Aperture Education. Having worked with hundreds of schools for SEL implementation and program support for many years, many contexts, and with many wonderful educators, it has become clear that ACEs/trauma awareness has become essential, foundational information to cover. This webinar series touches on the tips of a few large 'ice bergs', so please keep that in mind. The process of becoming truly trauma informed is a process that needs to be taken on whole heartedly, done daily, and with a group of other champions. Learning the information is essential, and I would love to offer any support or coaching for those who are taking on such an essential effort at their school, school district, or Community Based Organization. I want to remind you that the series builds on the previous information, so I suggest watching them in order Happy to share, and please reach out with any questions: bryan@dovetaillearning.org

Trauma-Informed Practices in Schools and Beyond series. Below you'll find all three session replays and slide decks. Feel free to share with your friends and colleagues:

Series Replays:
Session 1 "Trauma 101": Watch Here
Session 2 "Skills & Practices for Educators": Watch Here
Session 3 "Creating a Trauma-Informed School Community": Watch Here
Slide Decks
Session 1: Slide Deck
Session 2: Slide Deck
Session 3: Slide Deck

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Former Member

Hi Team,

"The future of any society depends on its ability to foster the healthy development of the next generation. Extensive research on the biology of stress now shows that healthy development can be derailed by excessive or prolonged activation of stress response systems in the body and the brain, with damaging effects on learning, behavior, and health across the lifespan. Yet policies that affect young children generally do not address or even reflect awareness of the degree to which very early exposure to stressful experiences and environments can affect the architecture of the brain, the body’s stress response systems, and a host of health outcomes later in life."

I am a general pediatrician. In my 4 years of medical school, my three years of pediatrics residency, and my 19 years post graduation.... I have never heard the word "attachment." I have never seen the word "attachment" "resiliency" or "stress" in any of my 76 yearly PRA category 1 Pediatric Review and Education Program credits from the American Academy of Pediatrics over the last 19 years. I have heard nothing about resilience or stress or how to develop this in children. The extent of what I know about pediatric development comes from a few pages printed in a Handbook called the Harriet Lane Handbook. Here is what we learn about child development:

https://www.unboundmedicine.co...LOPMENTAL_MILESTONES

This information from Harvard Center and Jack Shonkoff and the original position on Toxic Stress appears to me to be saying that the focus should be on the healthy and resilient development of the human stress system and brain architecture which happens in infancy as the way to turn around all these negative emotional, health, social, and educational difficulties we are seeing in kids these days. I am wondering if this idea of focusing on ACE Screening and an ACE Score as opposed to developing healthy stress biology and brain architecture is distracting us from the actual problem and the real solution. What do you all think?

3/7/208:55 AM

Former Member

"The relationships children have with their caregivers play critical roles in regulating stress hormone production during the early years of life. Those who experience the benefits of secure relationships have a more controlled stress hormone reaction when they are upset or frightened. This means that they are able to explore the world, meet challenges, and be frightened at times without sustaining the adverse neurological impacts of chronically elevated levels of hormones such as cortisol that increase reactivity of selected brain systems to stress and threat. In contrast, children whose relationships are

insecure or disorganized demonstrate higher stress hormone levels even when they are mildly frightened. This results in an increased incidence of elevated cortisol levels, which may alter the development of brain circuits in ways that make some children less capable of coping effectively with stress as they grow up.

Research has shown that the presence of a sensitive and responsive caregiver can prevent elevations in cortisol among toddlers, even in children who tend to be temperamentally fearful or anxious. Thus, sensitive and responsive caregiving from a parent or a child care provider can serve as a powerful buffer against stress hormone exposure, even in children who might otherwise be highly vulnerable to stress-system activation.

The quality of the early care and education that many young children receive in programs outside their homes also plays an important role in whether (and to what extent) their brains are exposed to elevated stress hormones early in life. Young children who spend significant amounts of time in poor-quality child care settings with large ratios of children to adults, less supportive relationships, and more harsh adult-child interactions show larger elevations than those in better quality care. Young children who are temperamentally shy may be in particular need of highly supportive child care; one study has shown that when these children experience child care that elevates stress hormones, they develop more symptoms of emotional problems than do outgoing children."

Resiliency is built in infancy in relationship. Social-emotional skills are built in infancy in relationship. Doctors interactions with families can best be leveraged engaging the pregnant and new mother when the baby is in the womb and is an infant. I do social emotional screens in my pediatrics office and find so many kids who have disorganized attachments and SE delays at 4 months of age on the simple to use Ages and Stages Social Emotional screening but I had no infant mental health specialists to help these mom's and babies get the child's developmental trajectory back on track. Babies and families need folks like all of you to help request infant mental health services to help mothers and babies create secure attachments so that doctors can send you preschoolers who have enough control over stress reactivity, emotional regulation and social skills to be able to learn. Can you help? We are all playing catch-up when prevention is really the key. No amount of catch-up can surpass the benefits to resiliency and social emotional skills that could be gained from prevention. Thank you.

https://developingchild.harvar...veloping_Brain-1.pdf

3/7/208:23 AM

Jondi WhitisMember

Daun Kauffman posted:
Would you share the sources for the four points on Slide Set 1, Slide #7 ?

• Burn out is pervasive and real for teachers
• 50% Higher in Title 1 schools
• 70% higher in schools with students of color
• Administrative turnover is higher schools/districts:
• low-income students • students of color • low-performing students

Thank you for that, Daun. And did I mention people might also benefit from the videos and ppt presentation on this site, a Humanitarian Committee creation over the last 2 years? www.R4R.support Thanks for all your wonderful work! Jondi

3/7/207:27 AM

Daun KauffmanMember

Would you share the sources for the four points on Slide Set 1, Slide #7 ?

• Burn out is pervasive and real for teachers

• 50% Higher in Title 1 schools

• 70% higher in schools with students of color

• Administrative turnover is higher schools/districts:

• low-income students • students of color • low-performing students

3/7/207:00 AM

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