supporting the whole child through education · 2019-07-29 · supporting the whole child through...

SUPPORTING THE WHOLE CHILD THROUGH EDUCATIONIdaho Positive Behavior Network Conference 2019

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KATY PALMER

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Sexual Violence Prevention Program Manager

Idaho Department of Health and Welfare

Agenda

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SUPPORTING THE WHOLE CHILD THROUGH EDUCATION

Public Health Approach to Student Success

Scope of Concern

Cultivating Spaces of Support

Next Steps

Public Health Approach to Student Success

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An exploration of root causes that impede learning

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Social Ecological Model

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SUBSTANCE USE

Substance use disorders, comorbid conditions

EMPATHIC DEFICITS

Inaccurate social perceptions, maladaptive emotional regulation

VIOLENCE

Personal experience with suicidality or

sexual violence.

Individual Risk Factors

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FAMILIAL VIOLENCE

Witnessing or experiencing violence in or outside of the

home

POOR ADULT RELATIONSHIPS

Inadequate adult supervision,

substance use disorders

DELINQUENT PEERS

Peer pressure for deviant behavior, perpetration of illegal activity

Relational Risk Factors

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POVERTY

Housing insecurity, food

insecurity, lack of access to

transportation

LACK OF EMPLOYMENT

Few opportunities, seasonal or

temporary jobs, low paying jobs

TOLERANCE OF VIOLENCE

Behind closed doors,

inappropriate consequences for violent behavior

Community Risk Factors

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WEAK LAWS AND POLICIES

Not holding perpetrators

accountable or allowing for

healing, equitable wage policies

HIGH LEVELS OF CRIME

Sexual violence and other types

of violent or non-violent

crimes

STRICT MALE OR FEMALE NORMS

“Boys will be boys”

Societal Risk Factors

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YOUTH RISK BEHAVIOR SURVEY

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0%

5%

10%

15%

20%

25%

30%

Percentage of Idaho Students

2017 Results

Statistically valid sample of students in Idaho from 9th through 12th grade. Survey is distributed to classrooms throughout the state every two years.

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BEHAVIOR RISK FACTOR SURVEILLANCE SYSTEM

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Adverse Childhood Experiences Questions

Statistically valid sample of Idahoans over the age of 18 asked about health behaviors and attitudes via phone survey.

Living with somebody mentally ill or suicidal

Substance use disorders

Parental or caregiver incarceration

Separation or divorce

Domestic violence and child maltreatment

Sexual assault

IMPLICIT BIAS

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UNCONSCIOUS AUTOMATICWITHOUT CONTROL

IMPLICIT BIAS

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POOR GRADE PERFORMANCE

LABELLED AS SPECIAL ED

SUSPENDED OR EXPELLED

3 OR MORE ACES ARE AT HIGHER RISK FOR…

IMPLICIT BIAS

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Practicing grace, empathy, and understanding to enhance educational opportunities for at-risk youth

Typical Development Developmental Trauma

Adapted from Holt & Jordan, Ohio Dept. of Education

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ADVERSE CHILDHOOD EXPERIENCES

SCIENCE

AWARENESS OF IMPLICIT

BIASES

SPACES OF SUPPORT

EXERCISINGEMPATHIC DISCIPLINE

PRACTITIONER’S SELF CARE

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RESILIENCE

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(Smith, Fischer, Frey, 2015)

EMPATHIC DISCIPLINEPUNITIVE DISCIPLINE

Emphasis on rules and intent

Offender receives justice

Accountability as punishment

Rule violated

Repair harm and make amends

Offender, victim, and school have direct roles

Understand effects of offense and report harm

Relationship violated

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ENVIRONMENTAL MODIFICATIONS

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Fidget spinners, bouncy bands, and flexible seating

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LESSON PLANS

Focused on connecting class subject to ethics,

morality, and current events

GROWTH MINDSET

Applying trauma informed

principles to learning.

INCLUSIVE SETTING ON MICROSOFT

WORD

Curriculum Modifications

PREVENTING BURNOUT

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Kathleen PalmerSexual Violence Prevention Program ManagerIdaho Department of Health and WelfareKathleen.palmer@dhw.idaho.gov(208) 850-7415

CONTACT

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References• Alsalamah, A. (2017). Use of the self-monitoring strategy among students with attention deficit hyperactivity disorder: a systematic review. Journal of Education and Practice, 8(14), 118-125.

• Awareness of Implicit Biases. (2018). Retrieved March 28, 2018, from https://ctl.yale.edu/ImplicitBiasAwareness

• Burgoyne, M. E., & Ketcham, C. J. (2015). Observation of classroom performance using therapy balls as a substitute for chairs in elementary school children. Journal of Education and Training Studies, 3(4), 42-48.

• DeAngelo, R. (2016) What does it mean to be white? New York: Peter Lang Publishing, Inc.

• Falkenberg, T., Noyes, A. (2007). Linking mathematics and moral education: A comparative exploration of possibilities. Annual conference on british educational research association.

• Hinck, M. (2017, April 13). Can Fidget Toys Help Your Child's Ability To Focus?

• hooks, b. (2003) Teaching community: A pedagogy of hope. New York: Routledge.

• Jewkes R, Sen P, Garcia-Morenco C. Sexual violence: In Krug E, Dahlberg LL, Mercy JA, et al. (2002). World Report on Violence and Health. Geneva (Switzerland): World Health Organization. pp. 213-239.

• Jordan and Holt. (n.d.) “Trauma and brain development.” Retrieved from https://drjockers.com/effective-childhood-trauma-recovery/trauma-and-brain-development/.

• Lende D, and Downey, G. (2012) The encultured brain. Cambridge, MA: MIT Press.

• Smith D, Fischer D.B, Frey N. (2015). Better than carrots or sticks: Restorative practices for positive classroom management. Available from http://www.ascd.org/publications/books/116005/chapters/Punitive-or-Restorative@-The-Choice-Is-Yours.aspx.

• Thart AT, DeGue S, Valle LA, Brookmeyer KA, Massetti GM, Matjasko JS. (2013). A systemic qualitative review of risk and protective factors for sexual violence perpetration. Trauma Violence Abuse. 14(2): 133-167. Available from http://www.ncbi.nlm.nih.gov/pubmed/23275472.

• Tine, M. T., & Butler, A. G. (2012). Acute aerobic exercise impacts selective attention: an exceptional boost in lower-income children, Educational Psychology: An International Journal of Experimental Educational Psycholog

• Ybarra, S. (2017). Idaho youth risk behavior survey: A healthy look at Idaho youth. Available from https://www.spanidaho.org/uploads/2017-Youth-Risk-Behavior-Survey-Results.pdf.

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