supporting the whole child through education · 2019-07-29 · supporting the whole child through...
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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
12
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 [email protected](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/[email protected].
• 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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