1. Sheila Kelly, M.A. Francis W. Parker Charter Essential School
Trauma-Informed Practice Along a Continuum: Three Case Studies from the School Counseling Perspective
Sheila Kelly, M.A.
Francis W. Parker Charter Essential School

2. Goals for this Presentation
1) Understand Parker Charter School’s approach to trauma-informed practice.
2) Generate ideas for your own practice.
We will provide printed resources for attendees.
3) Share ideas using a case study format.
Case study presentations
Recap & Discuss Challenges/Strengths, Trauma History
Reflection/Prompts

3. School-Based, Trauma-Informed Interventions for Students
Ensure Emotional and Physical Safety Establish Trustworthiness Maximize Choice Maximize Collaboration Prioritize Empowerment

4. ~ The Fighter ~ Dante’s Story

5. What About You?
Have you ever known anyone like Dante, a belligerent fighter who looked for conflict everywhere? Have you worked with a student whose anger and hostility was just a protective shell covering years of hurt and sadness?

6. Empathy
What happens when you lead with empathy? What strategies were paired with empathy?

7. Student Profile - Dante
Diagnosed with ADHD & Bi-polar Disorder
Angry, hostile affect
Only one or two friends; people intimidated by him
Easily frustrated, impulsive, escalates quickly
Economic instability throughout life; electricity and water shut off periodically; food insecure at times
Multi-generational untreated mental illness
Family interaction & conflict with law enforcement
History of domestic conflict with some violence at times

8. Student Strengths - Dante
When motivated, extremely hard-working
Loyal
Is able to connect with and trust adults
When a trusted adult intervenes, will accept adult redirection as long as he can “save face”
Has the desire to be successful

9. ~ The Operator ~ Meghan’s Story

10. In what ways does this quote resonate for you?
“Children are not manipulative on their own. Manipulation is simply a way to get needs met. There’s really no reason to become angry at children for trying to manipulate a situation. If they are successful, the adults have allowed it.”
~ Mary Burt

11. Empathy 2
What happens when you lead with empathy? What strategies were paired with empathy?

12. Student Profile - Meghan
Intense, hot/cold, unstable friendships
Difficulty with adult relationships: dishonesty, lack of trust
Depressed & anxious
Alternately withdrawn or aggressive/sexualized
Questioning sexual orientation; gender identity
Self-injury; suicidal ideation
Family history of violence in home
Multi-generational untreated mental illness
Sexual trauma

13. Student Strengths - Meghan
Empathic
Desiring of connection, though afraid of it
Funny, witty, sharp sense of humor
Artistic, creative
Stands up for self

14. ~ The Survivor ~ Isabella’s Story

15. Attachment Issues
What social/emotional patterns do you notice with children (adopted or otherwise) who have attachment issues?

16. Empathy 3
What happens when you lead with empathy? What strategies were paired with empathy?

17. Student Profile - Isabella
Mistrustful
Learning challenges
Depressed & Anxious
Abandoned as a young child, suffered malnutrition
Possible in-utero exposure to alcohol, drugs
Adopted
Bullied in school, grades 4-6
Self-injury; Suicidal ideation

18. Student Strengths - Isabella
Rule follower
Motivated learner
Wants friends
Concern for school environment and behaviors of other students
Extremely articulate; able to advocate for self

19. The Trauma-Informed Approach is a Developmental Approach
Brain development is affected by traumatic experiences
Ability to identify feeling states can be compromised
Ability to modulate emotions can be impaired
Ability to respond appropriately to stimuli can be impaired
Cognitive delays or learning challenges can occur
Attachment and trust are key components to working with traumatized youth

20. School-Based, Trauma-Informed Interventions for Students
Ensure Emotional and Physical Safety Establish Trustworthiness Maximize Choice Maximize Collaboration Prioritize Empowerment

21. Final Thoughts

22. “Raise your words, not voice
“Raise your words, not voice. It is rain that grows the flowers, not thunder.” ~ Rumi