Download or read book Trauma sensitive Professional Development to Change Teacher Perceptions and Actions written by Jason Antonio Smith and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers in urban school districts are often impacted by the adversity and trauma that their students bring with them to school. Most teachers are not trained on how to effectively support students who struggle behaviorally due to the impact of trauma on their brains and bodies. Early childhood trauma not only impacts a teacher's ability to teach, but more importantly early childhood trauma impacts young people physiologically and threatens their quality of life in adulthood. The purpose of this qualitative study was to investigate the perceptions and actions of teachers to capture changes that occur when teachers participated in professional development regarding early childhood trauma. Interviews were conducted with five teachers and 10 students in Midwestern urban intermediate and middle school. By the end of the study, the teachers stated that they had begun responding to classroom disruption in a more child-centered manner, students noticed that their teachers began treating all students in a more equitable way, and many students noticed their teachers began responding to dysregulated students in trauma-informed manners. The implications from this study are that educating teachers on the impact of early childhood trauma can change the way that teachers perceive and react to students who struggle behaviorally in the classroom. Another implication is that changing teachers' beliefs, perceptions, and attitudes can be difficult to achieve because some teachers retained a deficit thinking focus.

Download or read book The Trauma Sensitive Classroom Building Resilience with Compassionate Teaching written by Patricia A. Jennings and published by W. W. Norton & Company. This book was released on 2018-11-13 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: Selected as a "Favorite Book for Educators in 2018" by Greater Good. From the author of Mindfulness for Teachers, a guide to supporting trauma-exposed students. Fully half the students in U.S. schools have experienced trauma, violence, or chronic stress. In the face of this epidemic, it falls increasingly to teachers to provide the adult support these students need to function in school. But most educators have received little training to prepare them for this role. In her new book, Tish Jennings—an internationally recognized leader in the field of social and emotional learning—shares research and experiential knowledge about the practices that support students' healing, build their resilience, and foster compassion in the classroom. In Part I, Jennings describes the effects of trauma on body and mind, and how to recognize them in students' behavior. In Part II, she introduces the trauma-sensitive practices she has implemented in her work with schools. And in Part III, she connects the dots between mindfulness, compassion, and resilience. Each chapter contains easy-to-use, practical activities to hone the skills needed to create a compassionate learning environment.

Download or read book The Role of Professional Learning in Improving Trauma informed Teaching Practices written by Elizabeth Mary Atwood-Daley and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Trauma-informed teaching practices in schools may prevent a mental illness from becoming a regular part of a child's life and lead to a more successful school experience (Cavanaugh, 2016; Underwood & Washington, 2016). When teachers have quality professional learning opportunities provided to them it can change how they think, act, and respond to students with trauma (Sporleder & Forbes, 2016). This study examined teachers' perceptions of trauma-informed professional learning they received and its impact on their daily practices and student outcomes. Participants were public school teachers in a small suburban town in Connecticut. The theoretical foundation for this research was based on a conceptual framework developed by Desimone (2009) that identified core features of effective professional development that are associated with changes in knowledge and practice. A survey (N = 50) was used to collect data on the amount of trauma-informed professional learning teachers received, along with the types and topics of professional learning, and their perceived outcomes. Semistructured interviews (N = 6) were then conducted to provide more in-depth information about teachers' insights on trauma-informed professional learning and practices. The results showed that most teachers who participated in the study had at least one professional learning opportunity in trauma and a large percentage had at least two to four experiences, which covered various topics important to trauma-informed learning. Results also showed that teachers perceived trauma-informed professional learning as important and having a positive impact on students' social-emotional functioning. Further examination of survey and interview data found that teachers reported the professional learning they engaged in provided content-focused teaching and active learning, but was lacking in collaborative experiences and duration. This study lends itself to growing research that demonstrates the need for educational leaders to understand how providing trauma-informed professional learning can benefit their schools. It also can guide leaders on how best to design and implement quality professional learning that provides teachers with the knowledge, skills, and support they need to help support a growing population of children with trauma.

Download or read book Teacher Perceptions of Trauma Responsive Interventions Designed to Improve Student Behavior written by Pamela Davenport and published by . This book was released on 2021 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: The effects of childhood trauma are evident in urban classrooms today and adversely affect student achievement. The evidence of exposure to trauma is disruptive behavior, often resulting in a suspension from school. The school social worker or counselor is often viewed as the person responsible for implementing strategies that change student behavior, but the importance of educating classroom teachers on how to deal with the impact of trauma has become apparent. This qualitative case study investigated teacher perceptions of trauma-informed practices used to reduce disruptive behavior at one Midwest urban K-8 school, Teacher perceptions of trauma-informed practices that worked to reduce disruptive behavior, the teacher's role in supporting students impacted by trauma, and teacher training needed to support students impacted by trauma were investigated. Perceptions were gathered from classroom teachers (n=17) via an online survey and a focus group. Results illustrated the importance of the teacher-student relationship, flexibility with classroom rules, and the use of sensory items or alternate seating, with 100% of participants strongly agreeing or agreeing and 94.12% identifying the use of a mentor to check in and out with students and providing a safe space to cool down as beneficial to reducing disruptive behaviors. Five of the six focus group participants stated that it takes the support of everyone to meet the needs of students impacted by trauma. The final question investigated teacher perceptions of training. Even though 58.82% of teachers agreed that they were given adequate training, this question had 41.18% of teachers who disagreed that they were provided enough training to support students impacted by trauma. Results from this study identify the importance of well-trained teachers who consistently use trauma-informed practices to reduce disruptive behaviors in the classroom. This study indicates the benefit for school-wide systems of support that include on-going training to reduce disruptive behaviors of students impacted by trauma. Future quantitative research that analyzes student discipline data would be beneficial to validate teacher perception that trauma-informed practices reduce disruptive behavior.

Download or read book Trauma Sensitive Schools written by Susan Craig and published by Teachers College Press. This book was released on 2016 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Growing evidence supports the important relationship between trauma and academic failure. Along with the failure of “zero tolerance” policies to resolve issues of school safety and a new understanding of children’s disruptive behavior, educators are changing the way they view children’s academic and social problems. In response, the trauma-sensitive schools movement presents a new vision for promoting children’s success. This book introduces this promising approach and provides K–5 education professionals with clear explanations of current research and dozens of practical, creative ideas to help them. Integrating research on children’s neurodevelopment and educational best practices, this important book will build the capacity of teachers and school administrators to successfully manage the behavior of children with symptoms of complex developmental trauma. “Kudos! Susan Craig has done it again. After Reaching and Teaching Children Who Hurt, she has written a book that will help administrators and educators truly make schoolwide trauma sensitivity a regular part of the way their schools are run. A major contribution to education reform.” —Susan Cole, director, Trauma and Learning Policy Initiative, Massachusetts Advocates for Children, and Harvard Law School. “Dr. Craig’s message is clear that promoting self-reflection, self-regulation and integration gives traumatized children the chance at learning that they’re not getting in traditional approaches. And she bravely points out that it’s critical for teachers to recognize the toll that this emotional work can take and the need for self-care. Being mindful of both the importance of trauma sensitive systems and the enormity of the task of helping vulnerable children build resilience is so critical for everyone working with and caring for our children.” —Julie Beem, MBA, Executive Director of the Attachment & Trauma Network, Inc.

Download or read book Trauma Informed Teaching and IEPS written by Melissa Sadin and published by ASCD. This book was released on 2022-08-30 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: A guide to the intersection of trauma and special needs, featuring strategies teachers can use to build resilience and counter the effects of trauma on learning and behavior. Childhood trauma is a national health crisis. As many as two out of every three children in any classroom across the country have experienced some form of trauma. Meanwhile, a recent study in Washington State showed that 80 percent of the children eligible for special education services were exposed to early childhood trauma, which has been linked to developmental disabilities. Add in the fact that Black children are four times more likely to be classified with intellectual disabilities and five times more likely than white students to be classified with an emotional or behavioral disorder, and the already daunting complexity of effectively serving kids with an individualized education program (IEP) becomes overwhelming. This is a whole school problem that requires a whole school solution. All educators in both general and special education should learn how trauma affects the brain and how any resulting atypical neurological and psychological development affects learning and behavior. In Trauma-Informed Teaching and IEPs, trauma expert Melissa Sadin presents strategies for supporting the most vulnerable students in general or special education settings, across grade levels, and across the curriculum. You'll learn to * Understand the effects of childhood trauma on the brain, learning, and behavior. * Weave caring into trauma-informed instruction. * Apply a trauma-informed lens to crafting IEPs. * Conduct trauma-informed functional behavior assessments. Once you understand the effects of trauma on learning and development, you will explore classroom strategies and IEP goals and modifications that can actually help to heal your students.With rich examples and helpful strategies, Trauma-Informed Teaching and IEPs gives teachers the most effective tools to help build resilience for every student, no matter their needs.

Download or read book Trauma Sensitive Schools for the Adolescent Years written by Susan E. Craig and published by Teachers College Press. This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In this follow-up to her bestseller, Trauma-Sensitive Schools, Susan Craig provides secondary school teachers and administrators with a trauma-sensitive approach to instruction that will improve students’ achievement. The text provides an overview of the effects of three types of trauma on adolescent development: early childhood adversity, community violence, and systemic inequities. Book Features: Provides an overview of the effects of three types of trauma on adolescent development: early childhood adversity, community violence, and systemic inequities.Links the effects of trauma on students’ cognitive development to educational reform efforts.Integrates research on adolescents’ neurodevelopment and current educational best practices.Builds the capacity of education professionals to successfully manage the behavior of adolescents with symptoms of complex developmental trauma. ?Susan Craig’s book provides the scientific evidence and the reasons why it is so critical that schools take this new path in serving our students.? ?From the Foreword by Jim Sporleder, principal profiled in the documentary Paper Tigers ?A uniquely comprehensive and accessible resource for all educators and school administrators.? ?Eric Rossen, National Association of School Psychologists ?An in-depth look into the impact of trauma on the adolescent brain along with ideas about how educators can support student learning. This is an essential book for any secondary educator or administrator.? ?Sara Daniel, director of clinical services, SaintA, Milwaukee, WI

Download or read book Equity Centered Trauma Informed Education written by Alex Shevrin Venet and published by Taylor & Francis. This book was released on 2023-09-01 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.

Download or read book Teachers Perceptions Awareness and Responses to Students with Childhood Trauma written by Jonathan James Tomlin and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of trauma-informed education is becoming a topic of discussion for many school leaders and administrators during the COVID-19 pandemic. The purpose of this study was to explore the relationship between trauma training, education, experience, and teacher self-efficacy, and teachers’ self-reported perceptions of student behavior, teaching, and managing behaviors of students with trauma history. Previous research highlighted a lack of teacher input when developing trauma-informed education within school settings. This correlational study investigated factors associated with educator trauma training, education, experience, and self-efficacy. Data were collected from a city school system in a large, urban district in the northeast United States. Three multiple regression analyses were conducted; each analysis used the predictor variables educator trauma training, education, experience, and self-efficacy scores. This research study found a significant positive correlation between educator trauma training, education, experience, self-efficacy, and teaching traumatized children. It also found a significant positive correlation between trauma training, education, experience, self-efficacy, and teacher responses to student behavior. There was no correlation between trauma training, education, experience, self-efficacy, and perceptions of student behavior. The implications of this research are to find potential professional development gaps for administrators, school leaders, and researchers in developing trauma-informed care programs.

Download or read book Active Training written by Melvin L. Silberman and published by John Wiley & Sons. This book was released on 2015-05-04 with total page 453 pages. Available in PDF, EPUB and Kindle. Book excerpt: The all-time bestselling training handbook, updated for new technologies and roles Active Training turns instructional design on its head by shifting the emphasis away from the instructor, and on to the learner. Comprehensively updated to reflect the many developments in the field, this new fourth edition covers the latest technologies and applications, the evolving role of the trainer, and how new business realities impact training, advancing new evidence-based best practices for new trainer tasks, skills, and knowledge. Up to date theory and research inform the practical tips and techniques that fully engage learners and help them get the most out of sessions, while updated workplace examples and revised templates and worksheets help bring these techniques into the classroom quickly. You'll gain insight into improving training evaluation by using Return on Expectations (ROE), learn how to extend the value of training programs through transfer of learning, and develop fresh, engaging methods that incorporate state-of-the-art applications. Active Training designs offer just the right amount of content; the right balance of affective, behavioral, and cognitive learning; a variety of approaches; real-life problem solving; gradual skill-building; and engaging delivery that uses the participants' expertise as a foundation for learning. This book is the classic guide to employing Active Training methods effectively and appropriately for almost any topic. Learn how the trainer's role has changed Engage learners through any training delivery method Inspire collaboration and innovation through application Overcome the challenges trainers face in the new business environment Active Training methods make training sessions fun, engaging, relevant, and most importantly, effective. Participants become enthusiastic about the material, and view sessions as interesting challenges rather than as means to fulfill requirements. To bring these widely endorsed methods into your training repertoire, Active Training is the complete practical handbook you need.

Download or read book Developing Trauma Informed Teachers written by Ofelia Schepers and published by IAP. This book was released on 2023-01-01 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: The vision and development of this edited text are driven by a deep desire to ensure that teacher candidates are thoughtfully prepared to more fully address students’ needs and create classroom environments that are safe for students and teachers. Specifically, this text will provide an understanding of how educator preparation programs are providing teacher candidates with the knowledge and skills to effectively utilize an asset-based approach to foster resiliency skills that support P-12 students who have or are experiencing trauma. This text considers how programs are developing equity-focused content, curriculum, & pedagogy to ensure teacher candidates can integrate trauma-informed practices as well as develop their own resiliency skills. This resource highlights important and relevant tools, strategies, and approaches for preparing future teachers to implement traumainformed practices within their classrooms. In recent years, much attention and resources focused on preparing teachers to more comprehensively address, acknowledge, and understand childhood trauma and the impact it has on students’ lives inside and outside of the classroom. This text will be of interest to all those working in institutes of higher education, alternative licensure programs, and organizations, public schools, and districts involved with the preparation of teachers and/or professional development of in-service educators. It has the potential to serve as a catalyst for teacher preparation programs to more intentionally integrate trauma-informed practices in meaningful ways and contribute to a glaring gap within the literature focused on the systematic ways in which childhood trauma and resiliency development are being addressed in the preparation of teachers.

Download or read book Applied Educational Neuroscience and Trauma written by Lora L. Wilson and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elementary teachers are challenged to meet the needs of all types of learners within their classrooms; high ability, learning disabled, average ability, and students suffering from childhood trauma. Childhood trauma impacts the brain of a young person and may keep them in a state of fight, flight, or shutdown, making it difficult to learn. Many behaviors stem from childhood trauma as young learners try to navigate their worlds of learning, build relationships, and develop resilience. Dr. Lori Desautels from Butler University has created a framework for training educators on how best to create a learning environment that supports all learners by educating teachers on their brain and body state, teaching teachers and students neuroanatomy, attachment, and regulation. This study examined potential changes teachers made to their classroom practices and perspectives of childhood trauma after receiving professional development on Applied Educational Neuroscience and trauma. Categories assessed included: 1) Support Staff Development, 2) Creating Safe and Supportive Environments, 3) Assessing Needs and Providing Support, 4) Building Social and Emotional Skills, 5) Collaboration with Students and Families, and 6) Adapting Policies and Procedures, and potential changes in exclusionary discipline practices. This mixed methods study employed teacher interviews, pre- and post-surveys around the professional development offered, and quantitative data collection of pre- and post-professional development student exclusionary discipline referrals. A total of 14 teachers were interviewed, 54 teachers participated in the pre-survey, and 57 teachers participated in the post-survey. Statistically significant differences in pre- to post-survey findings included teachers' reports of topics related to trauma being regularly addressed during professional development events, policies being in place around bullying and violence, the minimization of potential trauma-related triggers, and the involvement of parents in reviewing and developing policies and procedures. Teacher interviews rendered prominent themes, which were categorized as "new learnings for teachers" (student behavior can come from traumatic experiences, behavior can be physical/verbal aggression or shutting down, behavior impacts teacher wellbeing, and emotional contagion) and "changes in practices" (teacher demonstration of empathy as opposed to harsh discipline, opportunities for regulation, structure and predictability, and purposeful attempts to build relationships). Although student discipline data provided inconclusive results of the impact of Applied Educational Neuroscience and trauma training on discipline referrals, further research is needed to establish potential long-term changes in teachers' discipline practices. Implications for educational leaders include the importance of providing teachers with training on childhood trauma to foster learning environments that maximize the potential of every child.

Download or read book Teaching Hope and Resilience for Students Experiencing Trauma written by Douglas Fisher and published by Teachers College Press. This book was released on 2019-11 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Huge numbers of our students are caught in storms of trauma—whether stemming from abuse, homelessness, poverty, discrimination, violent neighborhoods, or fears of school shootings or family deportations. This practical book focuses on actions that teachers can take to facilitate learning for these students. Identifying positive, connected teacher–student relationships as foundational, the authors offer direction for creating an emotionally safe classroom environment in which students find a refuge from trauma and a space in which to process events. The text shows how social and emotional learning can be woven into the school day; how literacies can be used to help students see a path through challenges; how to empower learners through debate, civic action, and service learning; and how to use the vital nature of the school community as an agent of change. This book will serve as a roadmap for creating uniformly consistent and excellent classrooms and schools that better serve children who experience trauma in their lives. Book Features: Makes a clear case for the need and responsibility of schools to equip students with tools to learn despite the trauma in their lives.Shows practical classroom instructional and curricular interactions that address trauma while advancing student academic learning.Uses literacy and civic action as pathways to empowerment.Provides a method and tools for developing a coherent plan for creating a trauma-sensitive school.

Download or read book Developing Trauma Informed Teachers written by Ofelia Schepers and published by IAP. This book was released on 2022-07-01 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Trauma is a public health crisis. High rates of trauma exposure among youth and the impact that experiences of trauma can have on students’ psychosocial and academic outcomes are well-established. These traumatic events do not live outside of the scope of schools and teaching. As children and teachers develop communities within their classrooms and schools, trauma comes with those who have experienced it, whether invited or not (Bien & Dutro, 2014). This extended time that teachers spend with students inherently provides opportunity to witness students’ lived experiences (Caringi et al., 2015; Motta, 2012). These experiences capture many facets of students’ lives, including traumatic events; however, many teachers indicate that they feel unprepared to address students who have experienced trauma in meaningful and sustainable ways (Caringi et al, 2015). In response, many schools and districts have adopted trauma-informed practices (Overstreet & Chafouleas, 2016). This text addresses the gap in the literature in embedding trauma-informed practices into pre-service teacher education. This text provides examples of the various ways educator preparation faculty are developing and implementing trauma-informed practices across their programs, instituting broader curricular shifts to incorporate trauma-informed practices, shifting pedagogical practices to include trauma-informed practices and collaborating across disciplines in order to ensure that teacher candidates are thoughtfully prepared to address students’ needs and create classroom environments that are equitable, safe and sustainable for students and teachers.

Download or read book Implementing Trauma Informed Pedagogies for School Change written by Helen Stokes and published by Emerald Group Publishing. This book was released on 2024-02-19 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This groundbreaking book is the first longitudinal research in trauma informed positive education, and the first research to link the professional learning and ongoing implementation of TIPE pedagogical practices to changed student perceptions of school and collective teacher efficacy over a four-year period.

Download or read book Trauma Responsive Pedagogy written by Arlene Elizabeth Casimir and published by . This book was released on 2023-05-23 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Trauma and adversity are increasingly common experiences for students and educators, with growing poverty, income inequality, social injustice, institutional inequity, and the global pandemic worsening the situation. Now more children are attending school while experiencing significant chronic and acute stressors. What can educators do to support students, help them learn, and ensure they reach their full potential? Trauma-informed schools are lauded as one way to address this challenge, but trauma-informed pedagogy can be hard to define and, consequently, difficult for teachers and schools to implement. Trauma-Responsive Pedagogyexplores the research and practices around trauma-informed education in an easy-to-digest, actionable text that elevates the healing and wellness of both the children and the adults in our classrooms. It describes the challenges of a classroom that does not attend to adversity and trauma, then presents the research on trauma-responsive classrooms, and finally provides an inclusive framework that supports educators in centering the whole child in their classrooms-offering a recipe for what to do next period, next week, and next school year. Pedagogy that is trauma-responsive invites us to heal alongside our students while explicitly elevating evidence-informed teaching methods and practices and facilitating the necessary inner work to bring our whole being to the profession in healthy ways. Our students' challenges are not a deterrent to their learning. Together, we can turn wounds into wisdom.

Download or read book Building Resilience in Students Impacted by Adverse Childhood Experiences written by Victoria E. Romero and published by Corwin Press. This book was released on 2018-05-22 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: Use trauma-informed strategies to give students the skills and support they need to succeed in school and life Nearly half of all children have been exposed to at least one adverse childhood experience (ACE), such as poverty, divorce, neglect, homelessness, substance abuse, domestic violence, or parent incarceration. These students often enter school with behaviors that don’t blend well with the typical school environment. How can a school community come together and work as a whole to establish a healthy social-emotional climate for students and the staff who support them? This workbook-style resource shows K-12 educators how to make a whole-school change, where strategies are integrated from curb to classroom. Readers will learn how to integrate trauma-informed strategies into daily instructional practice through expanded focus on: The different experiences and unique challenges of students impacted by ACEs in urban, suburban, and rural schools, including suicidal tendencies, cyberbullying, and drugs Behavior as a form of communication and how to explicitly teach new behaviors How to mitigate trauma and build innate resiliency through a read, reflect, and respond model Let this book be the tool that helps your teams move students away from the school-to-prison pipeline and toward a life rich with educational and career choices. "I cannot think of a book more needed than this one. It gives us the tools to support our students who have the most need while practicing the self-care necessary to continue to serve them." —Lydia Adegbola, Chair of English Department New Rochelle High School, NY "This book highlights the impact of trauma on children and the adults who work with them, while providing relevant and practical strategies to understand and address it through reflective practices." —Marine Avagyan, Director, Curriculum and Instruction Saugus Union School District, Sunland, CA