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…mehr
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
Victoria Romero is an educator with over 42 years of experience working as a classroom teacher, principal, and leadership coach. She continues to coach administrators, directors, principals, vice principals, and school leadership teams for equity and sustainable school improvement in three school districts in Washington. Victoria is a certified consultant and lead author of two Corwin Press books, "Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole Staff Approach" (2018) and "Race Resilience: Achieving Equity Through Self and Systems Transformation" (2021). Both books focus on the impact of traumatization as it relates to social-emotional needs of students as well as how to create school cultures that foster resilience. In her more recent work, Victoria provides guidance to school staff in engaging in authentic dialogue about how racialization and racial positioning influences perceptions, behaviors, expectations, and decisions. Her guiding framework emphasizes that systems will change when the people working in them change.
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Foreword by Gary R. Howard Preface Acknowledgments About the Authors Chapter 1 ACEs and the New Normal ACEs Are an Equal Opportunity Occurrence Lost in Translation The New Normal Chapter 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 Expectations-Hard 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 Matters-Because When Negative Bias Shows Up, Students Are Miseducated Good Teaching Is Not Enough-The New Normal Warrants Transformationist Teaching Chapter 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 Now Chapter 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 Working Chapter 6 Plan With the End in Mind: Visioning a Compassionate School The Innovative School District PreK-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 Planning Chapter 9 In Their Own Words Antwone Fisher Cleressa Brown Conor Black Maria Gonzales The Salomon Martinez Family Additional Reading and Resources Glossary of Terms References Index
Foreword by Gary R. Howard Preface Acknowledgments About the Authors Chapter 1 ACEs and the New Normal ACEs Are an Equal Opportunity Occurrence Lost in Translation The New Normal Chapter 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 Expectations-Hard 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 Matters-Because When Negative Bias Shows Up, Students Are Miseducated Good Teaching Is Not Enough-The New Normal Warrants Transformationist Teaching Chapter 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 Now Chapter 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 Working Chapter 6 Plan With the End in Mind: Visioning a Compassionate School The Innovative School District PreK-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 Planning Chapter 9 In Their Own Words Antwone Fisher Cleressa Brown Conor Black Maria Gonzales The Salomon Martinez Family Additional Reading and Resources Glossary of Terms References Index
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