2019 January

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28 Jan: Introducing a New Series of Trauma-Informed Exercises with Dr. Will Henson

   Trauma-Informed Exercises with Dr. Will Henson This series of blog posts is a companion to our Trauma-Informed© video series on 321insight.com. (Want more info on our video series? Email info@321insight.com for a free demo account!) We believe that people learn best from practice, and that’s exactly what the next eight weeks is about. In the coming weeks we are going to feature a series of trauma-informed exercises to help staff learn how to continue to put the trauma informed concepts that you’ve learned in the videos into practice. We are going to start with an exercise every week for the next eight weeks, as follows: On Mondays we will post the weekly exercise. Your task will be to try…

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23 Jan: Making Individual Regulation Activities Effective

Making Individual Regulation Activities Effective by Dr. Rick Robinson In our previous blog, “Making Regulation Activities Effective” we ended our conversation with the notion that a “one size fits all” approach to student regulation is not optimal. Let’s talk about what that means and how we can approach this issue in a mindful and effective way. First, let’s think a bit about the ways we self-regulate and how that compares to our friends and family. For example, we may find it relaxing and regulating to read a book, do a cross-word puzzle, or play bridge with friends. These same activities can actually be dysregulating for those who tend to choose bike-riding, or splitting fire-wood as a way to regulate themselves….

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16 Jan: Making Regulation Activities Effective

Making Regulation Activities Effective By Dr. Rick Robinson Happy New Year to all! We hope that the holiday break provided each of you with time for connections with friends and family as well as rest, relaxation and renewal. Now that we are all back in the classroom and have had a chance to re-connect with students, and review and practice routines and procedures, it is a great time to make sure regulation activities that work well are in place. In recent blogs we talked about several important strategies you can use at school to help you metabolize stress and regulate yourself. Maintaining a regulated state will inturn help you provide students with regulation opportunities that have the best chance of…

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09 Jan: How do you know if someone has ACEs?

by Dr. Will Henson The short answer is, you don’t. And you may not. But the fact is that 45% of kids entering school today have enough early adverse experiences to impact their thinking, feeling and behavior. The good thing is that trauma-informed interventions work with everyone, even kids with no ACEs whatsoever. Trauma-informed practices are about helping people feel safe and supported. While this is important for everyone it’s especially important when working with children who have early adverse experiences. Trauma-informed practices are supportive and designed to make people stronger by building resilience, creating relationships and providing structure, predictability and a path to success. Trauma-informed practices also seek to avoid cycles of discipline and negative adult interactions that only…