Do you think your school or school district may benefit from becoming trauma-informed?  Consider on-site professional development customized to meet the needs of your school, school district, or educational setting.  Below are trainings commonly requested. On site coaching is also available to support administrators and/or teachers with challenging individual cases.

The Regulated Classroom:  “Bottom-Up” Trauma-Informed Teaching

When educators learn about the devastating impact of ACES and toxic stress on a child’s developing brain and behavior, they often remark, “Well, now what?”

In this interactive training, participants learn to create a classroom that generates psychological safety and invites emotional and behavioral regulation via the nervous system.  Participants take a deep dive into a regulated learning environment; and they learn by doing.  They explore sensory tools and “bottom-up” strategies for self-regulation in addition to engaging in four kinds of classroom practices (connectors, activators, settlers, affirmations) that quiet the primitive brain and open pathways to connection and learning.  This training promises to be fun, engaging, connecting, and inspirational to the educator looking to apply trauma-informed practices in the classroom.

DISCIPLINE CHALLENGES

Do you have students out of control in your class or school?  Students acting in unsafe ways or “checked out?”  Do you find methods of BCBA (Board Certified Behavioral Analysis),  FBA (Functional Behavioral Analysis), informal behavior plans, or PBIS (Positive Behavioral Intervention Supports)  failing to impact lasting change?  Perhaps you feel uncomfortable with a behavioral approach to these issues.  A trauma informed approach reframes and challenges the notion that kids are in control of their reactions.  Based on the recent findings in neuroscience,  learn a new paradigm for viewing disruptive behaviors and bold, body-based / “bottom-up”, strategies that accomplish lasting change.

REPAIRING EDUCATOR BURNOUT

Common Core, grade level expectations, state standards, NWEA (NorthWest Evaluation Association), Smarter Balance, competency based learning, learning rubrics, merit based pay, Danielson, formative and summative assessment – just to name a few recent trends in K-12 public education.  We continue to ask our educators to do more with the same or less resources.  At some point, they reach a breaking point.  Why?  Because we are only human.

In this workshop, learn how compassion fatigue or exhaustion are normal, expected responses to overwhelming expectations and underwhelming support structures. Participants will increase awareness of concepts related to stress response, inner state regulation, and ways of achieving greater calm in the face of ungodly expectation.

STRESS RESPONSE & THE SCHOOL ADMINISTRATOR

As a modern day school administrator, your job could not be harder. Fifty percent of principals burn out in less than 3 years. School administrators find themselves sandwiched between student needs, staff needs, while coupled with  demands from various stakeholders – parents, school board members, central office – for high performance.  It is expensive for districts and it takes a toll on school performance when principals and administrators turnover.

In this training, the school administrator will begin to understand the nature of stress response in his/her body, how stress response is shaped by earlier life experience, how to recognize its activation, how to usher in a settling response.  Delivered in the context of high psychological safety, feelings of isolation are diminished and support increased.  This training intends to leave participants feeling refreshed, connected, and more equipped with self care strategies to take on a new day.

ConVal High School’s Story: Becoming Trauma-Informed for Substance Abuse Prevention

As a student assistance counselor, I regularly receive flashy emails from various organizations promoting materials for drug-free schools.  Secretly I roll my eyes and strike the trash icon.  “Drug free schools - ha, right?!” It may sound cynical or jaded that I don’t...
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