Use trauma-informed strategies to give students the skills and support they need to succeed in school and life
Nearly half of all children have been exposed to at least one adverse childhood experience (ACE), such as poverty, divorce, neglect, substance abuse, or parent incarceration. This workbook-style resource shows K-12 educators how to integrate trauma-informed strategies into daily instructional practice through expanded focus on:
- The experiences and challenges of students impacted by ACEs, including suicidal tendencies, cyberbullying, and drugs
- Behavior as a form of communication and how to explicitly teach new behaviors
- How to mitigate trauma and build innate resiliency
|Edition description:||New Edition|
|Product dimensions:||8.40(w) x 10.90(h) x 0.70(d)|
About the Author
Victoria E. Romero taught elementary students in one suburban and two urban school districts; significantly improved the academic standing of two schools as a principal; and coached administrators, directors, and school leadership teams for sustainable school improvement in five school districts. She facilitates professional development for K-12 teachers on classroom strategies that promote student academic success, infuse multiple perspectives into regular curriculum, and establish classroom management systems that promote autonomy, positive well-being, and resiliency.
Victoria co-authored the Reflection Guide for the third edition of Gary Howard's book, We Can’t Teach What We Don’t Know. She also coordinated two teams of science teachers, one in the US and the other in the country of Namibia.
She is currently a consultant for Corwin Press, working once again with her colleague, Gary Howard, bringing his Deep Equity process to school districts around the country.
Ricky Robertson has had the privilege to work with students from pre-K to 12th grade who have persevered in the face of adverse experiences and trauma. Drawing from experience as a teacher and Behavior Intervention Specialist, Ricky coaches educators in developing a relationship-based approach to teaching and learning that inspires transformation through compassion, humor, deep listening, and "real talk.”
Amber N. Warner is a Licensed Clinical Social Worker, with over 20 years of experience. She has had the privilege of serving as a community outreach case manager (4 years), school social worker (8 years), medical social worker (5 years) , and behavioral health therapist (3 years). As a School Social Worker, in addition to her work with children and their families, she was part of the school wide Modern Red School House Leadership Team and the Positive Behavior Interventions and Systems Team. She facilitated K-6 monthly classroom discussions utilizing Second Step and Character Counts curriculums. In 2011 Amber worked in healthcare and part of the organization’s leadership team, she was introduced to the work of Dr. Bryan Sexton on healthcare providers’ staggering burnout rates and the healing proponents of Positive Psychology. A new passion and interest developed for her. She became a Certified Duke Patient Safety Officer in 2013 at Duke University’s Patient Safety Center. Amber has also studied under the direction of Dr. David Burns, leading Psychiatrist, and adjunct professor at Stanford University and the developer of TEAM a new form of Cognitive Behavioral Therapy for the treatment of depression and anxiety. She has achieved Level 2 TEAM certification from the Feeling Good Institute. She has a certification from the National Clearinghouse on Families and Youth in Trauma-Informed Care. Most of all, Amber has a passion for people, their wellness, and quality of life. She currently resides in California. She enjoys spending time with family and friends, hiking, Inferno Pilates, learning new things, traveling, community service, attending church, and an occasional new pair of shoes.
Table of Contents
Foreword by Gary R. HowardPrefaceAcknowledgmentsAbout the AuthorsChapter 1 ACEs and the New Normal ACEs Are an Equal Opportunity Occurrence Lost in Translation The New NormalChapter 2 Put on Your Own Oxygen Mask Before Helping Others Burnout or Compassion Fatigue? The New Normal: A Case Study Intervention Self-Care Is an Ethical Imperative WWAD?Chapter 3 It’s Easy to Have High ExpectationsHard to Grow a New Mindset Knowing Myself Precedes Teaching Students Knowing My Students and Knowing Pedagogy-Growing Mindset Knowing My Strengths, Knowing the Strengths of My Students Fosters Resiliency “I Can’t Learn From You Because You’re White” Progress Not Perfection Knowing Myself and Responding to Change Are About Self-Care Knowing Myself MattersBecause When Negative Bias Shows Up, Students Are Miseducated Good Teaching Is Not EnoughThe New Normal Warrants Transformationist TeachingChapter 4 The Effects of Trauma on the Brain Acknowledging That Trauma Is Sitting in the Classroom Is Transformational Teaching ACEs and Learning ACEs and Behavior Trauma Has Many Forms If I Knew Then What I Know NowChapter 5 Teaching Behaviors, Differentiating Interventions, Changing Pedagogy Relationships Precede Learning Talk, Trust, Feel, Repair Schools and Classrooms Have a Culture and Culture Is Learned Response to Intervention (RTI) Looking at Behavior Management Through a Trauma-Informed Lens Change Is Hard and Leadership Matters Talk, Trust, Feel, Repair: My Rookie Year Schools Are Ideal for Social WorkingChapter 6 Plan With the End in Mind: Visioning a Compassionate School The Innovative School District Pre K–12th Grades SEL Data Team/Self-Assessment Checklist Case Study: ISD’s Response to Behavior Interventions Changing Positions to Change Lives What Does It Mean to Work in a Trauma-Informed School or School District?Chapter 7 From Theory to Practice: Transformationist Actions Convert ACEs to Aces Transformationist Schools and School Districts Transformationist Instructional Staff Transformationist School Counselors and School-Based Social Workers Transformationist School Psychologists and School Nurses Transformationist Support Staff (Office, Cafeteria, Custodial, Bus Drivers)Chapter 8 The Process, the Plan, the Transformation The Process Step 1: Assessing Capacity Step 2: Building Capacity Step 3: Implementation Step 4: Evaluating Program Effectiveness Where Is Our Sense of Urgency? The Plan: Implementation Guide to Transformation Implementation Evaluation and PlanningChapter 9 In Their Own Words Antwone Fisher Cleressa Brown Conor Black Maria Gonzales The Salomon Martinez FamilyAdditional Reading and ResourcesGlossary of TermsReferencesIndex