Success For Each Child & Eliminate the Opportunity Gap by Leading with Racial Equity

Focus on Student Resilience: Trauma-Informed Educational Practices for Social Emotional learning

24 Apr

Focus on Student Resilience: Trauma-Informed Practices for Social Emotional Learning Postcard Flyer

Registration Opening Soon!
August 23 2018-June 6 2019
PSESD Renton


Instructors:

Kim Beeson Student Support; 425-917-8721; kbeeson@psesd.org

Amy Okeze  Special Services; 425-917-7804; aokeze@psesd.org


Seattle Pacific University College Credits (3) and 30 Clock hours available


I. Description:

All students have the capacity to connect, learn, and develop when provided with school conditions that focus on building relationship, trust, and meaningful involvement, yet every educator is concerned about students who are detached from learning and behaviorally challenging. Though educators are naturally geared to care for the potential of students, they are generally coached to control and manage student behavior for the sake of safety and learning. This approach tends only to perpetuate the problem. Until educators are able to focus on trauma informed practices, opportunities for true engagement are missed. PSESD is delighted to offer a full day foundational workshop followed by 8 monthly in-person workshop series of interactive practice and feedback. The goal is to strengthen or  build compassionate based skills for school personnel working with children and youth who demonstrate challenging behaviors from pervasive withdrawal to traumatic and chronically stressful experiences.


II. Specific Learning Outcomes:

By the end of this course, students will:

  • Learn how to recognize the effects of trauma in children and youth
  • Gain a deep understanding of the neuro-biologic impact of stress
  • Understand the role of neuroplasticity and resilience
  • Develop skills to incorporate a trauma lens into our approach with children and youth with complex mental health needs
  • Develop proficiency in implementing basic strategies to assist in the stabilization and support of students with traumatic histories
  • Recognize impact of racial trauma and systemic inequities and develop a recourse for interrupting systemic and cultural obstacles within your teaching practice
  • Differentiate vicarious trauma from “burnout” and how best to understand and manage its effects on our personal and professional lives
  • Develop and utilize a compassion fatigue prevention/intervention tool kit

III. Format and Procedures

We start with a six-hour course launching our understanding and assuring we are operating from a similar paradigm/approach throughout the year. Each month we will provide new material and for interactive practice and feedback to build compassionate based skills through (real life) case scenarios. Each session will allow for new members to gain knowledge however participants are invited to attend the full year so as to gain skills in adapting current practices through a compassionate schools approach. Course will include multiple formats (i.e. lecture, modeling and practice, use of Problem of Practice protocol, fish bowl skill application, youth voice, and reading/video/resource gathering.)


I.V. Course Requirements:

  1. Course readings:
  • (a) Required text: TBD
  • (b) Background readings provided at the end of each session

 

  1. Assignments based on the number of credits for which the learner is enrolled
  • (a) One credit –
    • (1) Readings, engage in an application project and/or ……
    •  (2) TBD
  • (b) Two credits – In addition to those activities for one credit, students electing two credits will . . .
  • (c) Three credits – Those selecting three credits must complete the work for the first two credits, but in addition they must . . .

V. Grading Procedures: Grades for the different credit options will be based on:

  • One credit option
    • (a) (80%) ten hours attendance and class participation
    • (b) (20%) application paper; option of pass/fail or grade provided
  • Two credit option
    • (a) (80%) twenty hours attendance and class participation
    • (b) (20%) application paper; option of pass/fail or grade provided
  • Three credit option
    • (a) (65%) thirty hours attendance and class participation
    • (b) (20%) application paper; option of pass/fail or grade provided
    • (c) (15%) contribution of resources to participants

 VI. Course Evaluation

Participants will be asked to complete a pre & posttests,  as well and qualitative evaluations at the end of each session to help guide future practice.  


VII.  Course Schedule

Topics                                          Readings                             Journal Entry                  Assignment

August 23, 2018

Topics/Major Concepts:

Trauma Effects

Neuroscience and Learning

Racial Equity Lens

Compassionate Schools

[Text]  Chapter #, additional readings from course packet, handouts Reflection and

weekly electronic journal entry

Journal entry electronically submitted
September 24, 2018

ACES (through a race equity lens)

ARC Model: Triggers and Paradigms

Behavior Cycle

De-Escalation

Disproportionality in SPED

[Text]  Chapter #, additional readings from course packet, handouts Reflection and

weekly electronic journal entry

Journal entry electronically submitted
October 29th, 2018

PBIS-Tiered Interventions

Explicit Instruction for SEL

Classroom Strategies

[Text]  Chapter #, additional readings from course packet, handouts Reflection and

weekly electronic journal entry

Journal entry electronically submitted
November 19, 2018

Effective Teaching Strategies: shifting controlling and managing for safety

[Text]  Chapter #, additional readings from course packet, handouts Reflection and

weekly electronic journal entry

Journal entry electronically submitted
December 10th, 2018

Compassion Fatigue

Self-Care

[Text]  Chapter #, additional readings from course packet, handouts Reflection and

weekly electronic journal entry

Journal entry electronically submitted
January 28th, 2019

Restorative Practices: Healing Circles

[Text]  Chapter #, additional readings from course packet, handouts Reflection and

weekly electronic journal entry

Journal entry electronically submitted
February 25th, 2019

Engaging Students with Culturally Responsive Teaching

[Text]  Chapter #, additional readings from course packet, handouts Reflection and

weekly electronic journal entry

Journal entry electronically submitted
March 25, 2019

Skills Practice

Instructional Planning for SEL

[Text]  Chapter #, additional readings, handouts Reflection and

weekly electronic journal entry

Journal entry electronically submitted
May 6, 2019

Case Study Presentation and Wrap-up

**Accommodations or modifications provided as needed per student request.

 X. Additional Resource Readings

 


The content of this page is subject to change. For any help please contact:

Kim Beeson Student Support; 425-917-8721; kbeeson@psesd.org

Amy Okeze  Special Services; 425-017-7804; aokeze@psesd.org

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