
Building Capacity for Creating a Trauma Informed School System: An Ecological Systems Perspective
Feel supported with Emily Daniels in-house for an array of trainings and/or services that support the highest quality of trauma informed practices. These services will allow your school stakeholders to move forward in a trauma informed manner!
INDIVIDUAL STUDENT FOCUSED
- ACES Study
- ACES, Childhood Trauma, and Toxic Stress
- ACES and brain development
- Body’s Stress Response – Fight, Flight or Freeze
- Regulation in the Nervous System
- Dysregulation and Behavior
- Polyvagal, Resonance, and the Realm of Social Engagement
- Auto, Self, and Co-Regulation
- Recognizing and allowing for the individual preferences of nervous systems
- Strategies for regulation
EDUCATOR FOCUSED
- Compassion Fatigue
- Self-Awareness - Individual Triggers
- Conflict Cycle (Power struggle)
- Teacher Accountability (Evaluation)
- Staff Relationships (Cohesion – Principles of High Performing Teams)
- Strategies for Regulation
CLASSROOM
- Psychological and Physical Safety
- Norms and shared Behavioral Expectations
- Physical setting (color, arrangement of furniture, visual field, smell, textures, felt sense, opportunities for synchrony and shared rhythm, opportunities for movement, natural light, time outside)
- Climate of the Classroom (open, welcoming, comforting, encouraging)
SCHOOL/DISTRICT CULTURE AND CLIMATE:
- Quality of Relationships (administrators, school board members, faculty, staff, students, parents, other community members)
- Behavioral Norms and Expectations (e.g. mutually defined, boundaries, etc).
- School Level and Board Level Policies
- Procedures
- Practices (e.g. Shared Practices that Promote Connection and Regulation)
- striving for: transparency, mutuality, collaboration, non-preferencing.