resilience & learning: creating trauma-sensitive spaces ......resilience & learning:...
TRANSCRIPT
![Page 1: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/1.jpg)
Resilience & Learning: Creating Trauma-Sensitive Spaces for
Children & Youth
Katie Rosanbalm, PhDElizabeth DeKonty, MSW
Synergy Conference
April 26, 2018
![Page 2: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/2.jpg)
Funders
2
Many thanks to our generous funders for supporting this initiative!
![Page 3: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/3.jpg)
NC Resilience & Learning Project
• Introductions
• Trauma 101
• Overview of the model: making your program trauma-sensitive/trauma-informed
• Strategies: Brainstorming ways to implement in your afterschool program
3
![Page 4: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/4.jpg)
Why the focus on trauma?
4
Think about all of the adversity that children we work with may face:
• Physical, sexual, or emotional abuse
• Chronic neglect
• Caregiver substance abuse or mental illness
• Loss of caregiver (e.g., incarceration, custody change, deployment, death)
• Exposure to violence in communities and homes
• Poverty/homelessness/lack of basic needs
• Chronic illness or severe injury
• Peer aggression
• Natural disasters
![Page 5: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/5.jpg)
Prevalence
5
Out of over 17,000 survey respondents:
•64% reported at least ONE ACE
▪ 26% reported ONE ACE
▪ 16% reported TWO ACEs
▪ 9.5% reported THREE ACEs
▪ 12.4% reported FOUR OR MORE
https://www.cdc.gov/violenceprevention/acestudy/about.html
![Page 6: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/6.jpg)
Response to Trauma
• Toxic stress is caused by prolonged or pronounced stress that overwhelms children’s skills or support
Stress hormones are released and remain at high levels
Causes chemically toxic effects on brain regions involved in problem solving and decision-making
Enhances functioning in emotional parts of brain that respond instinctively to threat
6
![Page 7: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/7.jpg)
Neurobiology & Brain Development
MRI scan of a brain with
no trauma:
MRI scan of a brain with
trauma:
7
Hippocampus: helps in emotion regulation, ability to store/recall information
![Page 8: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/8.jpg)
Survival Mode• Leads to a constant state of high alert:
▫ Fight – verbal and physical aggression
▫ Flight – leave or hide
▫ Freeze – shut down, withdraw
• At school/afterschool, trauma can impact:
▫ Learning
▫ Behavior
▫ Relationships
▫ Mental Health
![Page 9: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/9.jpg)
Think about a time…
• Have you ever been driving and focused on one thought – maybe your grocery list, what to cook for dinner, your first to-do item at work that day – and all of a sudden someone cuts you off or you have to suddenly slam on your brakes? ▫ What does your mind do in that moment? ▫ What does your body do in that moment?▫ Are you able to easily go back to the task you were
originally thinking about?
This is how children with trauma may feel ALL the time.
![Page 10: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/10.jpg)
Discussion
• How do you experience kids with possible trauma histories in your program?▫ How do you see the fight, flight, freeze response in the
children you serve?
▫ What behaviors and challenges are evident?
▫ What hidden strengths or resilience might they have?
• What are your program’s policies and procedures for kids who disclose traumatic experiences to staff?
![Page 11: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/11.jpg)
Impact
ACEs can lead to:
• Delays and disruption in brain development
• Social and emotional problems
• Short- and long-term mental and physical health problems
• Early death 11
https://www.rwjf.org/en/library/infographics/the-truth-about-aces.html
![Page 12: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/12.jpg)
Deficits linked to trauma
• Trauma responses and toxic stress impact:▫ Behavior regulation▫ Language▫ Memory▫ Perspective taking▫ Understanding of cause
and effect
• Harder for these students to:▫ Pay attention/stay on task▫ Regulate emotions▫ Organize work▫ Follow rules▫ Problem solve
• Increased likelihood of office referrals and suspensions
• Lower scores on standardized tests
• 2.5X more likely to be retained
![Page 13: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/13.jpg)
Blodgett et al, 2010
![Page 14: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/14.jpg)
What will help?
• Building trauma-informed, trauma-sensitive environments
▫ All adults understand impacts of trauma
▫ Focus on relationship-building, structure, and support for skill-building
▫ Strategies selected are setting-specific
![Page 15: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/15.jpg)
Early Findings from Trauma-Sensitive Schools
Decrease in:•Student depression symptoms•Behavioral outcomes after 1 year:
• Suspension rates by 30-90%
• Office referral rates by 20-44%• Incidents of physical aggression by
43%
•Behavioral outcomes after 5 years:• Suspension rates by 95%
Dorado, et al (2016) & Stevens (2012)
15
![Page 16: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/16.jpg)
Increase in:•Student self-esteem•Academic outcomes:
• Students’ ability to learn by 28%• Student time on task while in class by 27%• School attendance rate by 34%• Test scores
16
Early Findings from Trauma-Sensitive Schools
Dorado, et al (2016) & Stevens (2012)
![Page 17: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/17.jpg)
17
![Page 18: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/18.jpg)
What does a trauma-informed environment look like?
This is not a one-time, one-year program, but rather a shift inthe way you think and operate long-term
18
WHOLE PROGRAM, WHOLE CHILD, STRENGTHS-BASED approach
![Page 19: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/19.jpg)
How do we see these students?Traditional View
Impulsive
Aggressive/Defiant
Withdrawn/”unmotivated”
Over-reacting
ADHD
Reaction:STUDENT NEEDS TO BE PUNISHED
Trauma-informed View
Difficulty regulating emotions
Trauma response triggered, trying to gain control and find safety
Afraid, overwhelmed, world is a dangerous place
Seeking to get needs met
Lacking necessary skills
Reaction:STUDENT NEEDS SKILLS AND SUPPORT
![Page 20: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/20.jpg)
Step One: Understanding Trauma
Ongoing training and discussion to build knowledge and understanding in ALL staff
What does trauma look like?How does trauma impact development?How does trauma change the ways that children:
- behave?- learn?- interact with others?
![Page 21: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/21.jpg)
Step Two: Identifying Areas of Urgency
What are the biggest behavioral and academic challenges you see?
Why is there an urgency for you to become trauma-sensitive?
21
Step Three: Brainstorming Strategies
Begin brainstorming and action planning to implement strategies that will help to address
areas of urgency
![Page 22: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/22.jpg)
Framework, not a program!
• Solutions are program-specific, led and owned by the program
• Components may include
▫ Self-regulation skill-building
▫ Leadership capacity/infrastructure
▫ Professional development
▫ Staff support/self-care
▫ Relationship-building with students
▫ Clear expectations and routines
▫ Structure of environment
▫ Tiered system of self-regulation instruction/coaching
▫ Discipline policies and procedures
▫ Family/community connections
22
![Page 23: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/23.jpg)
Break-out Groups
For each component, use a separate worksheet to begin brainstorming trauma-sensitive strategies:
▫ What are you already doing that you want to keep?
▫ What are you already doing that you want to tweak slightly or change?
▫ What are you doing that you want to stop doing based on today’s training?
▫ What are things you want to add and start doing?
23
![Page 24: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/24.jpg)
24
1. Teach skills2. Build supportive environments
![Page 25: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/25.jpg)
Murray, Rosanbalm, Christopoulos, & Hamoudi, 2015. Foundations for understanding self-regulation from an applied developmental perspective. OPRE Report # 2015-21; Administration for Children and Families.
25
![Page 26: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/26.jpg)
Self-Regulation Skills
• Managing Emotion▫ Identifying feelings in self and
others
▫ Managing frustration and distress effectively
▫ Empathy, compassion
• Managing Thoughts▫ Controlling attention
▫ Setting goals, planning
▫ Problem-solving
▫ Self-talk
▫ Perspective-taking
• Managing Behavior• Following rules and
directions
• Controlling impulses
• Persisting on hard tasks
• Enacting coping skills
• Delaying gratification
26
![Page 27: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/27.jpg)
• Characteristics of both:▫ Many sub-skills
▫ Require developmentally appropriate instruction over time
▫ Develop earlier in supportive environments
▫ Can be acquired later with intervention
▫ Multiple intervention opportunities exist
▫ Some youth need more specialized instruction and support than others 27
Self-Regulation as a Skill like Literacy
![Page 28: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/28.jpg)
• Screening/Assessment for behavioral or social-
emotional challenge
• RTI tiered approach for teaching social-emotional skills▫ Tier 1: Universal (like “Second Step”)▫ Targeted Tier 2: Individual or group support▫ Tier 3: Intensive support, referral to community
partners
28
Strategies to Support Skill Development: in collaboration with school
![Page 29: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/29.jpg)
• Group meeting or SEL-focused empowerment time 2-5 days/wk
• Mindfulness breaks
• Calm-down spaces
• De-escalation training for staff
• Program-wide self-regulation/feelings messaging
29
Strategies to Support Skill Development
![Page 30: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/30.jpg)
• Use of words to identify and express emotion
• Awareness of rising anger or frustration
• Use of calm-down strategies (practiced in advance!)
• Consideration of others’ perspectives
• Problem-solving basic social situations
• Focusing attention
• Persisting on hard tasks
• Breaking tasks down into smaller pieces
30
Coaching Self-Regulation
![Page 31: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/31.jpg)
31
1. Teach skills2. Build supportive environment
![Page 32: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/32.jpg)
32
Meetings?
Positive Climate: What does it look like?
![Page 33: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/33.jpg)
• Training on ACEs, Learning, Behavior, and staff self-care
• Staff Self-Care▫ Buddy/mentor system▫ Staff self-care thermometer▫ Staff group activities/meals ▫ Staff wellness initiative through a local healthcare
provider with a weekly yoga class
• Staff Climate▫ Communication tone, relationships▫ Staff shout-out box▫ Staff of the month recognition program
33
Strategies to Support Staff
![Page 34: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/34.jpg)
• Sticky note activity
• Student survey
• Daily greetings by name
• Organized check-in/check-out system▫ Ask about interests, how things are
going
• Positive comments ▫ At least 5:1 ratio of positive to
negative interactions
• Smiles, positive connections
• Mentor programs for boys and girls
• Special interest clubs
34
Strategies for Building Relationships
![Page 35: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/35.jpg)
• Clear, concrete rules and expectations program-wide▫ Post visual cues, reminders
• Predictable routines▫ Emphasize rules for transition
times
▫ Extra support for “off-schedule” times
• Catch students being good
• Limit opportunities for risky/undesirable behavior
35
Structure: Expectations & Routines
![Page 36: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/36.jpg)
• Structure your space
▫ Limit clutter, distractions
• Calm-down areas or routines
• Awareness of “trouble zones”, times, or activities that trigger problems
• Staff presence during transitions and free time
• Physical ambiance
▫ Paint colors? ▫ Posters?▫ Music during transitions?▫ Gardens, plants, flowers?▫ Enlist students to help!
36
Structure: Physical Space
![Page 37: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/37.jpg)
• When you are in a stressful interaction:▫ Pay attention to your own feelings ▫ View problem-behaviors with a trauma-focused lens
• Use strategies to stay calm and steady in the face of strong student emotion▫ Reassure and calm/comfort, if appropriate▫ Give time and space to calm down; reduce emotional intensity in conflict
situations
• Redirect with calm, firm reminders▫ Provide consequences calmly and with respect▫ Communicate that you believe the student will make a better choice next
time
• Consider training in de-escalation techniques
37
Discipline & Behavior Management
![Page 38: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/38.jpg)
When are good times to help youth calm
down?
38
![Page 39: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/39.jpg)
• Be proactive – Identify problem triggers so you can avoid behavior problems.
• Review discipline policies and procedures. Create a clear and concise behavior matrix or flow-chart.
• Use a “reflection” writing assignment or discussion when kids showing behavior problems or need to express feelings
▫ Gives kids a chance to tell their story of what happened
▫ Helps them refocus on better choices and goals for next time
• Create a discipline “script” to use with students
▫ Incorporate collaborative problem-solving
• Restorative justice practices
39
Discipline & Behavior Management
![Page 40: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/40.jpg)
Sample Reflection Sheet
40
![Page 41: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/41.jpg)
Sample Reflection Sheet
41
![Page 42: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/42.jpg)
• Discipline policies
▫ Focus on context
▫ Look for alternatives to suspension
• Family communication
▫ Weekly calls/emails that include celebrations and positive, supportive info
42
Policies & Procedures
![Page 43: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/43.jpg)
• Afterschool/teacher connections
• Parent engagement
• Collaboration with community mental health providers
• Resource center for families
• Community Resource Guide
43
Community Connections
![Page 44: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/44.jpg)
Next Steps
• How could you take this back to the rest of your team and staff?
• What is one thing you wrote down that you want to commit to trying or doing differently?
44
![Page 45: Resilience & Learning: Creating Trauma-Sensitive Spaces ......Resilience & Learning: Creating Trauma-Sensitive Spaces for Children & Youth Katie Rosanbalm, PhD Elizabeth DeKonty, MSW](https://reader036.vdocuments.us/reader036/viewer/2022062922/5f09980d7e708231d42793f8/html5/thumbnails/45.jpg)
Questions
Contact information:
Katie Rosanbalm
Elizabeth DeKonty
45