1. TRAUMA INFORMED CARE STUDENT SERVICES DAY 2

2. 3 – 2 - 1  SHARE THREE THINGS YOU LEARNED FROM THE PREVIOUS SESSION  SHARE TWO INSIGHTS YOU GAINED FROM WHAT YOU LEARNED  SHARE ONE WAY YOU USED SOMETHING YOU LEARNED AN INCORPORATED IT INTO YOUR PRACTICE IN THE SCHOOLS

3. REVIEW Understanding the Impact of Adversity Persistent trauma or adversity can cause the brain to be underdeveloped or damaged. A damaged or underdeveloped brain often causes a child to react differently to a stressful situation than a child without those constrictions. Therefore, a child who is more reflexive than reflective may have a biological reason for behaving the way they did which is beyond their control.

5. RESEARCH

6. REFLECT Given this evidence, how can we who work in the schools do a better job of recognizing students struggling with trauma? Once we do, how can we support our students and their families in ways that will improve academic success?

7. Two thoughts to consider: High ACE students often have high ACE parents Some educators are dealing with a constellation of ACESs in their personal lives that interfere with their ability to respond to a student also struggling with ACEs.

8. Can’t Teach What You Don’t Know. Can’t Lead Where You Won’t Go.

9. Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task. Dr. Haim Ginott

10. DISCUSS At your table discuss these terms and what they mean to you:  Compassion Satisfaction  Compassion Fatigue  Burnout

11. DEFINITIONS  Compassion Satisfaction - The positive feelings we get when we realize that the compassion we put into working with others is resulting in some positive change such as relief, growth, or healing. In learning and teaching, compassion satisfaction is most often felt by both student and teacher.  Compassion Fatigue - Fatigue, emotional distress, or apathy resulting from the constant demands of caring for others. The weariness that can come from caring. (Often but not necessarily related to vicarious trauma.)  Burnout - Physical and emotional exhaustion that may include the development of a negative self- concept, negative job attitudes, and loss of concern and feeling for students, their parents and colleagues. High levels of compassion fatigue over time may lead to burnout.

12. Impact of Vicarious Trauma Personal Impact  Physical  Emotional  Behavioral  Cognitive  Relational (Interpersonal)  World View (Spiritual) Professional Impact  Job Tasks  Morale  Interpersonal  Behavioral Adapted from Yassen, 1995 IMPACT

13. The Silencing Response Silencing involves shutting down our empathy and demanding the trauma survivor keep their problems to themselves.  Wishing the student would just get over it.  Not believing students or blaming them for their problems.  Using anger or sarcasm towards a student when she manifests trauma symptoms.  Using humor to change or minimize when a student starts to talk about his problems.  Fearing what the student will start to talk about or fearing that your will not be able to help.  Seeing clear signs of student trauma and choosing to ignore them, or the student, altogether. Adapted from Baranowsky, 2002, p. 162 RESPONSE

14. ProQOL

15. Instructional Principles, Curricular Domains and Specific Strategies for Compassionate Classrooms

16. Safety, Connection and Assurance Improving Emotional and Behavioral Self- Regulation Competencies of Personal Agency, Social Skills, and Academic Skills

18. At your table divide into six groups. Have each group take one of the principles and read the information on this principle. Share with the whole group what the principle is, how it aligns with your role and give an example of how it might be used in the school. DISCUSS

19. THANK YOU  Be sure to attend your PLC to learn more about self-care  This is the second installment with our goal to help schools become trauma-sensitive