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Trauma-Informed Practice Along a Continuum_ Three Case ...

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Trauma-Informed PracticeAlong a Continuum:Three Case Studiesfrom theSchool Counseling Perspective
Sheila Kelly, M.A.Francis W. Parker Charter Essential School
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 presentationsRecap & Discuss Challenges/Strengths, Trauma HistoryReflection/Prompts
School-Based,Trauma-Informed Interventions forStudents
EnsureEmotional and Physical SafetyEstablish TrustworthinessMaximize ChoiceMaximize CollaborationPrioritize Empowerment
~ The Fighter ~Dante’s Story
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?
Empathy
What happens when you lead with empathy?What strategies were paired with empathy?
Student Profile - Dante
Diagnosedwith ADHD & Bi-polar DisorderAngry, hostile affectOnly one or twofriends; peopleintimidatedby himEasilyfrustrated, impulsive, escalates quicklyEconomicinstability throughout life; electricity and water shut off periodically; food insecure attimesMulti-generationaluntreated mentalillnessFamilyinteraction & conflict with lawenforcementHistoryof domestic conflict with some violence at times
Student Strengths - Dante
When motivated, extremely hard-workingLoyalIs able to connect with and trust adultsWhen a trusted adult intervenes, will accept adult redirection as long as he can “save face”Has the desire to be successful
~ The Operator ~Meghan’s Story
In what ways does this quote resonate for you?
“Children are not manipulative on their own.Manipulationis simply away to get needs met.There’sreally no reason to become angry at children for trying to manipulate a situation. If they are successful, the adults have allowed it.”~ Mary Burt
Empathy 2
What happens when you lead with empathy?What strategies were paired with empathy?
Student Profile - Meghan
Intense,hot/cold, unstable friendshipsDifficulty with adult relationships:dishonesty, lackoftrustDepressed & anxiousAlternately withdrawnoraggressive/sexualizedQuestioning sexualorientation; gender identitySelf-injury;suicidalideationFamily history of violence in homeMulti-generationaluntreated mental illnessSexual trauma
Student Strengths - Meghan
EmpathicDesiring of connection, though afraid of itFunny, witty, sharp sense of humorArtistic, creativeStands up for self
~ The Survivor ~Isabella’s Story
Attachment Issues
What social/emotional patterns do you notice with children(adopted or otherwise) who have attachment issues?
Empathy 3
What happens when you lead with empathy?What strategies were paired with empathy?
Student Profile - Isabella
MistrustfulLearning challengesDepressed & AnxiousAbandonedas a young child, suffered malnutritionPossible in-utero exposure to alcohol, drugsAdoptedBullied in school, grades 4-6Self-injury; Suicidal ideation
Student Strengths - Isabella
Rule followerMotivated learnerWants friendsConcern for school environment and behaviors of other studentsExtremely articulate; able to advocate for self
The Trauma-Informed Approach is a Developmental Approach
Brain development is affected by traumatic experiencesAbility to identify feeling states can be compromisedAbility to modulate emotions can be impairedAbilityto respond appropriately to stimuli can be impairedCognitive delays or learning challenges canoccurAttachment and trust are key components to working with traumatized youth
School-Based,Trauma-Informed Interventions forStudents
EnsureEmotional and Physical SafetyEstablish TrustworthinessMaximize ChoiceMaximize CollaborationPrioritize Empowerment
Final Thoughts
“Raise your words, not voice.It is rain that grows the flowers,not thunder.”~ Rumi

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Trauma-Informed Practice Along a Continuum_ Three Case ...