Coalition of Caring: Developing a Trauma-Sensitive School Culture

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Webcast Details

Aired on: September 12th, 2017

3:30–4:30 p.m. (ET)

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Our Guest(s) This Week

Timothy D. Nolan

Timothy D. Nolan, Cincinnati State Technical & Community College Professor Emeritus, is currently in his 51st year in education and serves as a consultant in career technical education for Cincinnati Public Schools and as an instructional coach for High Schools That Work/Making Middle Grades Work (HSTW/MMGW) of Southwest Ohio. After teaching for 36 years in secondary and postsecondary institutions, he retired from both the University of Cincinnati and Cincinnati State, where he worked on the team that founded Cincinnati State Technical & Community College. He has served as Director of Professional Development for the National Association of Tech Prep Leadership and coordinated two major national conventions for the National Career Pathways Network in Cincinnati in 2002 and 2008. Additionally, he has delivered high-powered, professional development workshops and courses in 39 states and Canada. Mr. Nolan earned the 1990 State of Ohio College Teacher of the Year Award as well as numerous awards for research, publications, and service. He was named the State of Ohio’s recipient of the 2005 Perkins Humanitarian Award for a lifetime of service to career technical education and its students. He and his wife, Peg, are dedicated child advocates who, as foster parents for 22 years, have cared for 60 children awaiting adoption through Catholic Social Services and both Clermont and Hamilton County Children Services.

This Week's Topic

Join our presenter as he discusses the community of learners approach he and an urban high school team of concerned educators and mental health professionals followed as they set out on a journey to address the toxic stress levels of students in their school. The presenter will share the resources and research the team compiled, verified, and shared and how it integrated into their process.

He will also discuss the resulting professional development workshop that launched the school’s systemic process of changing school culture by addressing Adverse Childhood Effects (ACEs), Resilience, and Restorative Practices for students and Compassion Fatigue or Self-Care for teachers. The systemic change has led the school to begin developing their trauma-sensitive school culture.

The webcast will guide participants to:

• reflect upon the three key questions about ethical leadership as it impacts students and peers,
• examine the effects of trauma on children, and
• identify possible resources to support participants’ work with children of trauma.

At the conclusion of the webcast, participants will have knowledge and resources that will allow them to build a community of learners’ network to support culture change within their school and community.


Resources:

Coalition of Caring: Developing a Trauma-Sensitive School Culture Presentation

Coalition of Caring: Developing a Trauma-Sensitive School Culture Resources

Adverse Childhood Experiences Cincinnati Profile 

Restorative Practice Report

For data and information on studies related to early brain and child development and trauma

For the full text of the American Academy of Pediatrics’ “Eco-Bio-Developmental Model of Human Health and Disease”
www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/EBCD/Pages/Eco-Bio-Developmental.aspx
To learn more about the original CDC-Kaiser Adverse Childhood Experiences (ACEs) Study including ACE definitions, study demographics, and major findings www.cdc.gov/violenceprevention/acestudy/
To access The National Survey of Children’s Health (NSCH) information providing rich data on multiple, intersecting aspects of children’s lives that includes an interactive data query option www.childhealthdata.org/learn/NSCH
For national, state, and regional data regarding health care for children and youth, including relevant articles and presentation using The Data Resource Center’s (DRC) for Child and Adolescent Health www.childhealthdata.org/ data and links to additional data resources, access DRC’s Child and Adolescent Health Measurement Initiative www.cahmi.org/
For a data brief on ACEs, see Child and Adolescent Health Measurement Initiative 2014 Data Brief on ACEs  www.cahmi.org/projects/adverse-childhood-experiences-aces/

To explore initiatives and to learn more about addressing the needs of children who have experienced trauma

For free downloadable copies of Helping Traumatized Children Learn (Vols. 1 and 2) from The Trauma and Learning Policy Initiative (TLPI), in partnership with the Massachusetts Advocacy for Traumatized Children, www,//traumasensitiveschools.org/tlpi-publications/
For Trauma-Sensitive Vision Questions, access www.traumainformedcareproject.org/resources/htcl-vol-2-creating-and-advocating-for-tss.pdf
For research from CDC and Strengthening Families initiative, see Child Abuse and Neglect: Prevention Strategies www.cdc.gov/violenceprevention/childmaltreatment/prevention.html
For information on the Center for the Study of Social Policy’s Strengthening Families Initiative and available training materials www.cssp.org/young-children-their-families/strengtheningfamilies
For information on restorative justice and restorative practices, www.centerforrestorativeprocess.com/restorative-justice-and-restorative-practices.html
For the complete article “Using the Resiliency Wheel in Crisis Intervention”, a resiliency questionnaire, and other free resources http://www.resiliency.com/free-articles-resources/crisis-response-and-the-resiliency-wheel/
Fullan, M. (2001). Leading in a Culture of Change. San Francisco; Jossey-Bass.
Nelson, P. (1993). There’s A Hole in My Sidewalk. Hillsboro, OR: Beyond Words Publishing. www.doorway-to-self-esteem.com/autobiography-in-five-short-chapters.html
National Council for Behavioral Health www.thenationalcouncil.org
To view the full report on DC schools’ initiative to help children who have experienced trauma settle, focus, and learn in the classroom, access www.childrenslawcenter.org/article/report-addressing-trauma-dc-schools
Hendershott, J. (2013). Reaching the Wounded Student. NY: Routledge.
Hendershott, J. (2016). 7 Ways to Transform the Lives of Wounded Students. NY: Routledge.
Pfifferling, J.-H. & Gilley, K. (2000). Overcoming Compassion Fatigue. Family Practice Management. Apr. 7(4):39-44. www.aafp.org/fpm/2000/0400/p39.html

For information on the collaborating organizations mentioned in the webcast

Cincinnati Children’s Hospital Mayerson Center for Safe and Healthy Children www.cincinnatichildrens.org/service/m/mayerson-center
Western Hills University High School, Cincinnati, OH www.westernhills.cps-k12.org
High Schools That Work www.sreb.org/high-schools-work
Lighthouse Youth and Family Services www.lys.org
MindPeace www.mindpeacecincinnati.com/