Creating a Trauma-Informed Care School

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Webcast Details

Aired on: July 11th, 2017

3:30–4:30 p.m. (ET)

Presentation Slides

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Our Guest(s) This Week

Terri Martinez-McGraw

Terri Martinez-McGraw is Co-Director for the National Center for School Engagement and the Exceptional Student Services Coordinator for Chavez-Huerta Preparatory Academy in Pueblo, CO. She has managed Title One, Family Engagement, Special Education, Adult Education, and Experiential Education programs as well as Project Respect, recognized as a top truancy reduction program. She has extensive experience in designing effective dropout prevention programs and has worked as a mental health therapist, specializing in Trauma-Informed Care. She has authored and assisted in writing many successful grants to serve “at promise” students and is a certified trainer in Love and Logic for Parents and Teachers.

Earl R. Poteet

Earl R. Poteet is an author and has been a teacher in Colorado since 1983. A Licensed Clinical Social Worker, he has taught and practiced psychotherapy in public schools, day-treatment centers, state department of corrections, state division of rehabilitation, adolescent treatment residential homes, and adolescent drug and alcohol treatment programs. He also worked for the Departments of Defense and Veterans Affairs helping active-duty Army and veterans with PTSD. He currently uses his experience to further understanding of how trauma works with the developing human brain and body.

Fred A. Segura

Fred A. Segura has over 10 years’ experience in educational leadership. He earned a master’s degree in Educational Administration from the University of Phoenix and is presently Principal at Dolores Huerta Preparatory Academy in Pueblo, CO. His additional experience includes leading staff developments in collaborative learning, Flippen relationship models, The Teaching and Learning Framework, school evaluation systems, and Professional Learning Communities. An active athletic coach, he also sponsored student organizations and athletic and academic clubs.

This Week's Topic

Join presenters from Pueblo, Colorado, in a discussion that explores the clinical framework behind how the human brain processes trauma, how an understanding of this framework can be leveraged by those who work with at-risk students to help those students succeed, and how one Colorado school with a high percentage of at-risk students realized success by utilizing trauma-informed education practices.

Presenters will explore how trauma affects a student’s ability to self-regulate attention, emotions, and behavior, all prerequisites for achieving classroom competency. Presenters will provide practical application strategies for assisting students to become successful in the classroom, school, and community.

The webcast includes

  • Practical strategies for supporting students who have endured traumatic
    events,
  • Information about the positive changes realized by one school, and
  • Lessons learned and opportunities for further success.

A better understanding of how the human brain reacts to learning after experiencing trauma leads to our being better prepared to assist students in becoming confident and achieving students.

Resources

PowerPoint Presentation

For information on school engagement:

National Center for School Engagement www.schoolengagement.org
Collaborates with school districts, law enforcement agencies, courts, and state and federal agencies to support youth and their families to be engaged at school with special attention to truancy, dropout and bullying prevention.

For a basic understanding of unresolved trauma issues:

Levine, P. A. (1997). Waking the tiger: Healing trauma. Berkeley, CA: North Atlantic Books.

Levine, P. A., & Kline, M. (2007). Trauma through a child’s eyes: Awakening the ordinary miracle of healing. Berkeley, CA: North Atlantic Books.

Damasio, A. (2005). Descartes’ error: Emotion, reason, and the human brain. New York, NY: Penguin Books.

Herman, J. (2015). Trauma and recovery: The aftermath of violence–from domestic abuse to political terror. New York, NY: Basic Books.

Doidge, N. (2007). The brain that changes itself: Stories of personal triumph from the frontiers of brain science. Westminster, London: Penguin Books.

Doidge, N. (2016). The brain’s way of healing: Remarkable discoveries and recoveries from the frontiers of neuroplasticity. New York, NY: Penguin Books.

Karr-Morse, R. & Wiley, M. S. (2012). Scared sick: The role of childhood trauma in adult disease. New York, NY: Basic Books.

Hanson, R. (2009). Buddha’s brain: The practical neuroscience of happiness, love and wisdom. Oakland, CA: New Harbinger Publications.

Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.

Maté, G. (2003). When the body says no: Exploring the stress-disease connection. Hoboken, NJ: John Wiley & Sons, Inc.

To understand PTSD from a first person perspective:

Morris, D. J. (2015). The evil hours: A biography of post-traumatic stress disorder. New York, NY: Houghton Mifflin Harcourt.

For a description of what happens to the sensory/autonomic nervous system during traumatic events:

Grossman, D., & Christensen, L. (2008). On combat: The psychology and physiology of deadly conflict in war and in peace (3rd ed.).  United Kingdom: Warrior Science Publications.

Van der Kolk, B. A. (2014). The body keeps the score: Brain, mind and body in the healing of trauma. New York, NY: Penguin Books.

For coaches and teachers who would like to understand sports psychology for children and adults who participate in sports:

Grand, D., & Goldberg, A. (2011). This is your brain on sports: Beating blocks, slumps and performance anxiety for good. Indianapolis, IN: Dog Ear Publishing.

For information that is more technically focused on neuroscience:

Scaer, R. (2012). 8 keys to brain-body balance. New York, NY: W. W. Norton and Company, Inc.

Scaer, R. (2005). The trauma spectrum: Hidden wounds and human resiliency. New York, NY: W. W. Norton and Company, Inc.

Scaer, R. (2014). The body bears the burden: Trauma, dissociation, and disease (3rd ed.). New York, NY: Routledge.

Loewenstein, W. R. (2013). Physics in mind: A quantum view of the brain. New York, NY: Basic Books.

Francis, R. C. (2012). Epigenetics: How environment shapes our genes. New York, NY: W. W. Norton and Company, Inc.

Ross, C. A. (2006). The trauma model: A solution to the problem of comorbidity in psychiatry. Richardson, TX: Manitou Communications,

Watkins, J., & Watkins, H. (1997). Ego states: Theory and therapy. New York, NY: W. W. Norton and Company, Inc.

Schwarz, L., Corrigan, F., Hull, A., & Raju, R. (2017). The comprehensive resource model: Effective therapeutic techniques for the healing of complex trauma. New York, NY: Routledge.

For more information on professional learning:

The Flippen Group www.flippengroup.com/

Capturing Kids Hearts: Leadership Blueprint Training www.flippengroup.com/education/leadership-blueprint/

The Teaching and Learning Framework https://secure.collegeincolorado.org/Images/CiC/pdfs/standards_based_teaching.pdf

RANDA evaluation systems www.randasolutions.com/

Professional Learning Communities www.solutiontree.com/our-solutions/plc-at-work

Love and Logic www.loveandlogic.com
Practical tools and techniques to help adults achieve respectful, healthy relationships with children