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YOU MUST TYPE YOUR NAME IN ORDER TO GET CREDIT FOR ATTENDING. Webinar Information You can use audio through the phone or listen via computer. Please sign-in by typing your name in chat box. YOU MUST TYPE YOUR NAME IN ORDER TO GET CREDIT FOR ATTENDING. If you are having technical problems, log out and try to log in again. We are recording this webinar. Please complete brief survey at end of the webinar. RECORD

2016 Webinars for RC Trainers 4 Webinars in 2016 You do not need to register for individual webinars. Trainers MUST attend 2 of 4 trainer events You can attend ALL for same agency fee If in recertification year, recert counts as 1 event

2016 Webinar Dates March 15, 2016 May 17, 2016 September 20, 2016 Supporting Traumatized Youth and Implementing Trauma-Informed Care in Schools Stacy Overstreet, Ph.D.; Tulane University May 17, 2016 Heart Rate Apps, Wild Divine, Biodots: Practical Applications for Healing the Neurological Impact of Trauma Kevin Creeden, M.A., LMHC, Whitney Academy September 20, 2016 Beyond Attachment 101: A Model for an Attachment RC Refresher Steve Brown, Psy.D. December 13, 2016 Beyond Kale and Pedicures: What Works to Manage Compassion Fatigue and Vicarious Traumatization Francoise Mathieu, M.Ed., RP, CCC. Compassion Fatigue Specialist, Co-Executive Director, TEND.

Why Should schools care about trauma?

Trauma Impacts Academic Success N = 701 youth from San Fran; 67% endorsed ACE; 12% had 4 or more. Burke et al. Child Abuse and Neglect, 35:408-413, 2011.

Trauma Impacts Academic Success Report from Spokane; 2100 elementary school students; Students with three or more adverse childhood experiences had three times the rate of academic failure, five times the rate of severe attendance problems, six times the rate of school behavior problems, and four times the rate of poor health compared with children with no known trauma. ACES second strongest predictor of academic failure (behind special education placement). http://acestoohigh.com/2012/02/28/spokane-wa-students-child-trauma-prompts-search-for-prevention/

How Does Trauma Impact Academic Success? Calmer Classrooms: A Guide to Working with Traumatized Children http://www.ccyp.vic.gov.au/childsafetycommissioner/downloads/calmer_classrooms.pdf.

How Does Trauma Impact Academic Success? Affect Regulation Dysregulation of HPA axis Sensitization of Fear Circuits PTSD Depression Anxiety Trauma Exposure School Problems Psychosocial Effects Shame Normative Beliefs about Violence Perceptions of Safety Aggression Delinquency

Sampling Research on Trauma and School OUtcomes

Trauma and School Outcomes Lepore & Kliewer, Jnl of Abnormal Child Psyc, 41:1179 – 1189, 2013.

Trauma and School Outcomes Busby et al., J Youth Adolescence, 42:250-262, 2013.

Trauma and School Outcomes Neurobiological Effects Dysregulation of HPA axis Sensitization of Fear Circuits PTSD Depression Anxiety Trauma Exposure School Problems Psychosocial Effects Normative Beliefs about Violence Perceptions of Safety Aggression Delinquency

Why are schools slow to respond to trauma?

Common Obstacles View of education and mental health as mutually exclusive domains of functioning High-stakes testing Skepticism for “the next new thing” Lack of awareness of the problem Lack of teacher training Lack of mental health expertise Focus on punishment vs. consequences

Scope of the trauma-informed schools movement

The Trauma-Informed Schools Movement 2015 GW/NASP Public Policy Institute Creating Trauma Sensitive Schools: Supportive Policies & Practices for Learning March 2016 Special Issue on Trauma-Informed Schools

What is a Trauma-Informed School? Chafouleas et al. (2016)

Creating Trauma-Informed Schools

Academic and non-academic strategies

School and Classroom Strategies Safety Trustworthiness and Transparency Peer Support Collaboration and Mutuality Empowerment, Voice, and Choice Cultural, Historical, and Gender Issues SAMHSA, 2014

Calmer Classrooms: A Guide to Working with Traumatized Children http://www.ccyp.vic.gov.au/childsafetycommissioner/downloads/calmer_classrooms.pdf.

School and Classroom Strategies Before the Crisis When iron is cold, everyday routines, pre-escalation During the Crisis De-escalation of crisis After the Crisis To prevent future crisis

Useful Resources Trauma and Learning Policy Initiative http://traumasensitiveschools.org/ Special issue on trauma-informed schools (2016). School Mental Health. 8. Washington State The Heart of Learning and Teaching http://www.k12.wa.us/CompassionateSchools/HeartofLearning.aspx SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach http://store.samhsa.gov/shin/content//SMA14-4884/SMA14-4884.pdf Child Trauma Toolkit for Educators http://rems.ed.gov/docs/NCTSN_ChildTraumaToolkitForEducators.pdf Calmer Classrooms: A Guide to Working with Traumatized Children http://www.ccyp.vic.gov.au/childsafetycommissioner/downloads/calmer_classrooms.pdf Making SPACE for Learning: Trauma-Informed Practice in Schools http://www.childhood.org.au/~/media/Files/Fundraising%20files/Fundraising%20resource%20files/Making%20space%20for%20learning%20ACF.ashx Wisconsin Department of Public Instruction http://sspw.dpi.wi.gov/sspw_mhtrauma