Workshops for Session 2 – Monday, Feb 18 – 11:15 am – 12:30 pm
Below are the workshops that will be available during Session 2 of the 2019 CTSS Conference. Descriptions and more information are available on our conference app at: https://creatingtssconference.pathable.com/
Last update: January 20, 2019
2B. Policy Practice Advocacy for Trauma Sensitive Schools – Creating Policy to Support Trauma Sensitive Practices in Schools
This workshop will present the importance of trauma informed policy to support trauma sensitive practices in schools from a top down- bottom up approach. Schools across the nation are in the process of implementing trauma sensitive practices; however, many schools do not have policies to support the practice. Policies are necessary for embedding practices into the daily culture and operations of the school to ensure durable trauma sensitive practices. A review of the states and schools that do have policies will be provided and how policy can happen in schools will be discussed. Strategies for how to develop policy will be discussed, and participants will have the opportunity to write a policy statement with strategies for implementation.
Corrine Anderson-Ketchmark, MSW
Eastern Washington University
2C. The Pea Under the Mattress: Mindsets and Ideology at the Intersection of Trauma and Equity
We all want practical solutions we can implement immediately. But the work of equity, which includes authentic trauma-informed practices and instruction, needs direct work with teams about ideology and mindsets. Without this our strategies will not have their fully intended impact and could actually have unintended negative consequences. This is hard work—it is the pea under our mattress. And much like the story, we can continue to pile on strategies like mattresses, but that pea is still there and it impacts us, even overshadowing the mattresses in many cases! This workshop addresses the pea by sharing lessons from an elementary school in the DC public school district that is articulating and defining the mindsets needed for equity and trauma-informed work.
Amanda Delabar, M.Ed.
Tubman Elementary School
2D – Nature vs. Nurture: Fundamentals of Social Neuroscience and the Epigenetic Impact of Trauma on Education
Students use behavior as a communication tool, yet there is often confusion about the underlying message. Through the synthesis of social neuroscience, with the understanding of the neurobiological impact of trauma, this session seeks to eliminate such perplexities. By examining the contribution of memories to neurological chemical reactions, participants will be able to predict effective strategies in responding to the needs of students. In conclusion, this session will emphasize an epigenetic awareness to introduce points of interruption in the educational environment, resulting in improved health and social outcomes of all students.
Amber Knighting, Ph.D.
Virginia Department of Education
2E. 7 Essential Ingredients of Trauma Sensitive Schools
This session will share a model for school-wide, universal implementation of Trauma Sensitive Schools that has been developed through work with schools throughout the state of Wisconsin. As an author of an online trauma sensitive learning series, the presenter has created many useful tools that move schools from awareness to implementation into classroom practice. The 7 essential ingredient framework helps schools to understand their current level of readiness, awareness, shared beliefs and common language in their schools and what is needed to propel them forward in their trauma sensitive work. Too often we throw strategies at a problem hoping something will stick. This framework will helps to choose and implement strategies for maximum impact.
Sara Daniel, MSW, LCSW
2F. Trauma Aware Sensory Strategies for the Classroom.
Be ready to take a little dive into the world of sensory processing as it pertains to trauma informed care. This workshop will explore what to do inside the classroom in order to prevent and intervene with emotional incidences, as well as use whole class strategies that would benefit the student as well as his / her peers. Audience participation is encouraged as we discuss different behaviors and strategies to apply for specific situations. Information will be shared on the basics of different sensory systems and their involvement in classroom behavior and learning. The role of sensory processing to create an efficient learner will also be reviewed. Participants will feel “armed” with different tools they could use to apply the very next day in the classroom.
Maude LeRoux, OTR, SIPT, DIR
A Total Approach
Glen Mills, PA
2G. Peaceful PAWS
Come learn about how one Virginia elementary school implemented Peaceful PAWS, social emotional learning to vulnerable school populations. This program used mindfulness to work with elementary age students who have had behavioral and mental health concerns to improve self-regulation. Students were identified based on discipline and clinic data and received weekly instruction to improve self-regulation skills and address the impact of toxic stress on learning. This added a component of social emotional learning to a high needs population of students.
Aimee Cox-Gibbs, LCSW
Spotsylvania School District
2H. Excel and Recover: Hope for all Children
Children who have experienced developmental trauma come to school with little trust for others, especially adults. Using a unique set of methods, Dr. Willans will share his 25 years of experience in helping these children recover and excel. Teachers can effectively use these methods in any school classroom. This methodology has proven effective in developing children who excel academically, behaviorally, and in regulating their emotions. The model is based on teachers gaining the trust of all students and helping them to develop self-confidence, persistence, determination and a desire to excel. Teachers, using these methods, must understand the psychological needs for intellectual stimulation, socialization, need to please one’s senses, avoid pain (including psychological pain), and the need for autonomy.
Art Willans, Ph.D.
A Child’s World
2I. Nurturing YOU(th): Creating Less Stress and More Joy –
Teaching and caring for youth in any capacity can be emotionally, physically and energetically challenging. When students present with regulatory states that have been compromised by trauma, the amount of care and connection they need and deserve is exceptional. In order to prepare ourselves to meet the demands and needs of these students, we must first learn how to care for our own emotional, physical and energetic state. As the saying goes, “We can not fill from an empty cup.” This usually leaves us feeling inadequate, frustrated and ultimately depleted. In this workshop, you will learn why YOUR well-being is essential if you are to provide a safe and nurturing environment. Through experiential activities, you will learn very simple breathing, movement and mindfulness activities that you can use anytime to calm, re-charge, boost positivity and reclaim your joy of working with your most challenging students. Come and discover the key to feeling less stressed and more joyful so you can serve and thrive.
Allison Morgan, MA
Self-Care and Advanced
2J-Adventures in Social Emotional Learning
The pillars of Social-Emotional Learning create a stable foundation from which to be trauma sensitive schools. Social-Emotional leaning consists of building self and social-awareness to enable resiliency and positive growth amongst students and educational professionals. Adventure Education is the use of kinesthetic activities to promote learning. This is a hands-on workshop will explore experiential-based games and activities can be used to enhance social-emotional learning, well-being, and resiliency with all students. There will be a strong emphasis on the practice of the adventure learning models of framing and debriefing. Come ready to Play.
Sheldon Franken, MA