responding to trauma: the role of k-12 schools€¦ · responding to trauma: the role of k-12...

Responding to Trauma: The Role of K-12 Schools


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@kognito #KognitowebinarsJennifer Spiegler

Senior Vice President of Strategic Partnerships,

Kognito


Today’s Panel

Marleen Wong, Ph.D., LCSWSenior Vice Dean, Field Education,

Stein/Goldberg Sachs Endowed Professor of Mental Health, Executive Director, Telehealth

Clinic, and Clinical Advisor, Family Nurse Practitioner Program at Suzanne Dworak-

Peck School of Social Work at University of Southern California

Pamela Vona, MAProject Specialist, USC Suzanne

Dworak-Peck School of Social Work and Program Manager, Treatment and

Services Adaptation Center for Trauma in Schools

Janet Pozmantier, M.S., LPC, LMFT, RPT, Director, Center for School Behavioral Health at Mental Health America of Greater Houston


Marleen Wong, Ph.D., LCSWSenior Vice Dean, Field Education,

Stein/Goldberg Sachs Endowed Professor of Mental Health, Executive Director, Telehealth

Clinic, and Clinical Advisor, Family Nurse Practitioner Program at Suzanne Dworak-Peck School of Social Work at University of Southern

California


▪ Severe Emotional Response to an Experience or Event(s)

▪ Frightening/Threatening/Overwhelming

▪ Unable to Cope

▪ One Discrete Event; Multiple Events; Cumulative Ongoing Events

What is Childhood Trauma


▪ Acute trauma - a single traumatic event or sudden loss, physical or sexual assault.

▪ Chronic trauma - Multiple and varied events-domestic violence, a serious car accident, a victim of community violence.

▪ Complex trauma - Multiple interpersonal traumatic events from a very young age.

All have profound effects on nearly every aspect of a child’s development and functioning.

Types of Traumatic Stress


▪ Poverty

▪ Domestic Violence

▪ Abuse and Neglect

▪ Family Chaos and Conflict

▪ Homelessness/Housing Insecurity

▪ Family Member Incarceration

• (Kiser, 2007)

Risk Factors For Childhood Trauma


▪ Chronically Absent Students

▪ Expelled and Suspended Students

▪ Students in Foster Care/Juvenile Justice

▪ Special Education

▪ Hostile, Angry, Acting Out Students

▪ Depressed Withdrawn Students

▪ Bullied Students

Identifying At Risk Students


1. Realizes the widespread impact of trauma and creates new ways of improving educational and behavioral outcomes for children.

2. Recognizes the signs and symptoms of trauma in children and others, e.g., faculty, staff and families.

3. Integrates knowledge about trauma into teaching, discipline policies, procedures, and practices.

4. Seeks to actively resist re-traumatizing students.

Being a Trauma-Informed School: A Public Health Approach- SAMHSA Definition


▪ Calls schools to become trauma-informed.

▪ Administrators/decision makers have little if any guidance for putting this into action.

▪ Designed to be a user-friendly online instrument for school administrators and other decision-makers to enhance trauma programming.

Trauma Responsive School-Implementation Assessment


Utilized a modified version of the RAND/UCLA Appropriateness Method.

Development of the Trauma Responsive School Implementation Assessment (TRS-IA)

▪ Conducted extensive program and literature review.

▪ Developed initial rubric of domains and indicators.

▪ Recruited 9 national experts to participate in consensus gathering process.


TRS-IA Development Timeline


Expert Panel Process

9 expert stakeholders ranked 39 domains and indicators by a) importance to a trauma-informed school, and b) how actionable.

▪ Scale of 1-9

1-3 = unimportant/not actionable,

4-6 = somewhat important/somewhat actionable

6-9 = extremely important/extremely actionable


Expert Panel Process

▪ Round 1 Ratings:

• 33 of the original 39 items received a consensus ratings of very important (85%).

• 6 items that were not agreed upon warranted follow-up group discussion.

• Expert feedback revealed the need for an additional domain.

▪ Round 2 Ratings

• 6 revised items were received consensus.

• 5 new items also received consensus.


Community and Family Supports

Whole School Safety and Prevention Planning & Staff Support

Whole School Trauma Programming

Classroom-Based strategies

Early Interventions for Trauma

Targeted Interventions

for Trauma

Key Components of a Trauma-Responsive School


Key Components of a Trauma-Responsive School


INDICATOR EXAMPLES

▪ Multidisciplinary team meetings include trauma exposure in conversations about student performance.

▪ Partnerships with community-based trauma-informed community mental health providers.

Targeted Trauma Supports


INDICATOR EXAMPLES:

▪ Inclusion of trauma items in mental health assessments.

▪ Consistent implementation of trauma-informed evidence-based practices.

• Cognitive Behavioral Intervention for Trauma in Schools (CBITS).

• Support for Students Exposed to Trauma (SSET).

• Bounce Back.

Early Intervention for Trauma


INDICATOR EXAMPLES

▪ Use of socio-emotional learning programs (e.g. Second Step).

▪ Safe and calm classroom settings.

▪ Integration of trauma history into the IEP process.

Classroom-based Strategies


Whole School Trauma Programming

INDICATOR EXAMPLES

▪ Staff trained to provide emotional support to students following traumatic event (i.e PFA for Schools, MH First Aid).

▪ Discipline policies that are sensitive to trauma exposed students.

▪ School security and police trained to respond using tactics to de-escalate situations and avoid re-traumatization.

▪ Restorative practices.


Whole School Prevention Programming

INDICATOR EXAMPLES

▪ Mechanisms for students to share concerns about peers.

▪ School climate assessment.

▪ Trauma-informed emergency drills.

▪ Clearly defined school wide behavioral expectations (e.g. PBIS).


Whole School Safety Planning

INDICATOR EXAMPLES

▪ Predictable and safe campus.

▪ Adequate supervision.

▪ Threat assessment strategy.

▪ Bullying prevention.


Whole School Staff Support

INDICATOR EXAMPLES

▪ Building staff awareness of compassion fatigue and STS.

▪ Staff peer support for working with trauma exposed students.

▪ Availability of on-campus resources for staff working with trauma exposed students.


Community and Family Supports

INDICATOR EXAMPLES

▪ Staff trained to be sensitive to racial and ethnic sensitivities (i.e. language, immigration status).

▪ School maintains partnerships with community organizations serving racial and ethnically diverse groups (i.e. churches, health centers) to further support the families in need.

▪ School routinely provides opportunities to engage families and the broader community about trauma and its impact.


TSA Trauma-Responsive Practices in Schools


Center for School Behavioral Health at Mental Health America of Greater Houston

Educator, parent and student

toolkits, PSAs and more at:

www.mhahouston.org/

emotional-backpack-project


Hurricane Harvey Houston, Texas – August 2017


Are the Kids Alright? Responding to Post-Harvey Trauma


1. Training In Trauma-Informed Classroom Strategies

2. Trauma-Informed Therapeutic Group Sessions

3. Online Mental Health Training

Overview of the Project


1. Establish and keep routines/rituals.

2. Give a 3-5 minute warning before switching activities, lining up, etc.

3. Pay attention to patterns. Take notes each time a child blows up, shuts down, etc., and you will likely determine the trigger. You can then change how you redirect that student.

4. Instead of assuming a student is choosing to do or not do something, ask questions to get to the bottom of why they made that decision.

5. Give students the opportunity to feel in control as much as possible and make decisions.

6. Keep students active.

Trauma-Informed Classroom Strategies


I Wish My Teacher Knew


▪ Talk with Virtual Students to build skills, increase self confidence be ready to act

▪ Used by over 400,000 educators and students in over 11,000 schools

▪ Portfolio of simulations for K12 professional learning and student curriculum

Kognito is the only company with health simulations listed in SAMHSA’s National Registry of Evidence-

based Programs and Practices (NREPP).


Q&A





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