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…
2019 January
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…
Dr. Will Henson shared his thoughts on trauma-informed practices in schools on the most recent episode of the See Beyond Behavior podcast with behavior consultant and author Torri Wright. Listen to it on iTunes here. (It’s also available on Google Play, Stitcher, and Spotify)