Making the Case: Organizational Shift to Trauma-informed Schools Presented by Deitra Bryant-Mallory, MA, LCSW-C

What is Organizational Change? Why change? Making the Case for Trauma-informed Organizations What is Organizational Change? Why change? Organizational change is usually precipitated by three factors: Failure Unstable systems and processes Culture Generally, organizations want to do what they do well. When they recognize problems and want to do something about them, the change process begins. Time- limited or continuous process 3 motivations for change

Making the Case for Trauma-informed Organizations Integration of Organizational Change Theory Application for child and family serving organizations Psychology Sociology Political Climate Economics Management

Sounding the Alarm for Schools Making the Case for Trauma-informed Organizations Sounding the Alarm for Schools Why Change? Achievement Gap Suspensions, Attendance, Dropout Public Health Administrators, teachers, school resource officers, related service providers all agree that the challenges children face before they get to school influence their ability to learn. Prison pipeline - Student Engagement We’ve tried everything else….what precipitates organizational change…FAILURE, UNSTABLE SYSTEMS, NEED TO IMPROVE CULTURE

So Let’s Talk About Trauma Making the Case for Trauma-informed Organizations So Let’s Talk About Trauma Childhood trauma is a public health issue; the impact follows young people into adulthood. Traumatic experiences often inhibit children from learning; the areas of the brain that access learning become impaired following a trauma. Manifestations of trauma are often mistaken as bad behavior and learning disabilities

The Case for Trauma-Informed Organizations Making the Case for Trauma-informed Organizations The Case for Trauma-Informed Organizations

Childhood Trauma Major Research: Adverse Childhood Experiences (ACEs) Study Trauma exposure affects health and wellbeing across the lifespan Communicable Disease Control (CDC) and Kaiser conducted a study of 17,000 of their members in Southern California receiving physical exams --- Asked them about their childhood experiences and health status (surveys) Almost two-thirds of the study participants reported at least one ACE More than one of five reported three or more ACE

Other ACEs Study Major Findings Making the Case for Trauma-informed Organizations Other ACEs Study Major Findings ACES study revealed that there is a relationship between childhood stressors and adult risk-taking and chronic illness. As the number of ACEs increase, the risk for certain health and behavior problems increases Findings suggest certain experiences are major risk factors for leading causes of illness and death and poor quality of life in the United States. Quality of life…shortened life… (poor academic achievement, incarceration, unemployment, poverty, disability, early death) What does adversity mean for inner city communities? More recent studies have identified a broader set of ACES for low-income urban children. They are: Community violence Peer victimization Impaired parents Poverty/economic hardship Substance abuse Child welfare/juvenile justice systems

Principles for Trauma-Informed Organizations Making the Case for Trauma-informed Organizations Principles for Trauma-Informed Organizations Six Principles Physical and Emotional Transparency Empowerment, voice and choice Cultural, Historical and Gender Issues Mutuality Peer Support

NEW and IMPROVED PURPOSE Making the Case for Trauma-informed Organizations NEW and IMPROVED PURPOSE To provide a world-class education for all students in a positive and thriving school climate, that is sensitive to the influence of trauma and fosters high academic and social success. Question: How does this address the three organizational change motivators?

Making the Case for Trauma-informed Organizations Mission Statement DC Public Schools believes that healthy children are most successful at school and actualizes this important belief by: Developing effective systems and structures that are physically and emotionally safe for all staff and students. Cultivating healthy relationships that integrate awareness and knowledge of trauma through policies and practice. Providing social emotional learning opportunities

Getting the Organization Ready for Change Making the Case for Trauma-informed Organizations Getting the Organization Ready for Change Preparation Exploration and Implementation Sustainability

Preparation Making the Case for Trauma-informed Organizations Development of a Change Team Assess Strengths Assess Challenges Assess Need Next Steps

Preparation: Assess Strengths Making the Case for Trauma-informed Organizations Preparation: Assess Strengths What do we currently offer or have within our system that supports our vision for trauma-informed care? What effective systems and structures do you have in place both school-wide and classroom specific that support the development of an efficient and safe learning environment? What assets or skills exist within your school staff to support the development of positive relationships with students and among colleagues that promote a healthy school climate? What opportunities exist for families, students, and staff to provide feedback and engage in the teaching and learning process within the school?

Preparation: Assess Challenges Making the Case for Trauma-informed Organizations Preparation: Assess Challenges What challenges have we encountered that inhibit our ability to implement a trauma-informed model? What challenges exist that contribute to a decline in the following: systems and routines throughout the building, healthy interactions between stakeholders, and minimal opportunities for SEL with students?

Preparation: Assess Need Making the Case for Trauma-informed Organizations Preparation: Assess Need What do we need to move us forward to become a trauma-informed organization? Categories of Need: Staffing Structural decisions Policies Training

Preparation: Next Steps Making the Case for Trauma-informed Organizations Preparation: Next Steps What tasks do we need to do to bring us closer to implementing trauma-informed care across the system? What are the short-term, medium-term, and long-term action items?

Exploration and Implementation Making the Case for Trauma-informed Organizations Exploration and Implementation Design for Trauma-Informed Organizations Steps for Implementation Define Resources Decision Points

Sustainability Making the Case for Trauma-informed Organizations Long-range Implementation Plan Long-range Funding Identification of Expected Outcomes Tracking and Publicizing Results

Making the Case for Trauma-informed Organizations Sustainability Adopting the concept of universal precaution: trauma informed classrooms Annual Quality Service Review (QSR); Annual School Climate Report Card Integration of universal precaution as a consideration in policy development and educational planning Adherence to the staffing model formula for school mental health  

Sustainability Core skills training plan Identification of champions Making the Case for Trauma-informed Organizations Sustainability Core skills training plan Identification of champions Needs assessment Identification expected outcomes Screening Formalize a district-wide referral process Increase access to evidence-based treatments and services SEL programming Track results In-School Core Skills Training- All schools receive whole school professional development on a set of core foundational skills: Using the Trauma Lens in the Classroom Emotional Constancy Positive and Reinforcing Language The Labeling Trap Problem-Solving Options

Is Your Organization Ready? Making the Case for Trauma-informed Organizations Is Your Organization Ready? Let’s assess new MINDSET! Talk about buy-in and resistance