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13 Nov: Teaching Emotional Management Skills

by Dr. Skip Greenwood A number of teachers we talk with express frustration that their students do not use the emotional management skills they have been taught once the student becomes escalated or is in crisis. This frustration leads them to question whether teaching emotional management skills to students makes sense. The answer is an unequivocal YES but the process of teaching skills always has to be thoughtful and is not as simple as just providing instruction. This is particularly true when we are teaching emotional regulation skills such as relaxation techniques that we want students to use during escalation or crisis. Whenever we think about teaching skills we have to keep in mind there is a difference between learning…

06 Nov: Questions (and answers!) from the Trauma Informed Schools: Awareness to Action webinar

Questions and Answers from Trauma-Informed Practices: From Awareness to Action Education Week Webinar with Dr. Will Henson. Thanks again to everyone who attended the Education Week webinar on Thursday, November 1st. If you missed it, you can watch the recorded version here! We had so many good questions come in and I wanted to take some time to answer as many of them as I can. If you don’t see your exact question here I may have combined a few similar questions. I was very encouraged by the number of people that signed up. National interest in this topic is enormous right now and many districts are wanting to move from awareness to building trauma informed practices in their schools. I’ve…

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24 Oct: Halloween on a Wednesday?! More Self-Care and Self-Regulation Strategies to Help!

by Dr. Rick Robinson We recently shared information regarding a vital self-regulation and self-care strategy– intentional breathing. Well-developed intentional breathing skills are foundational tools in an educator’s toolbox. Rounding out the skills in our toolbox can help us manage times during the school year where stressors are on an upswing; doing a lot of little things well can turn into a big thing. A time to practice new tools for our toolbox will present itself shortly. This school year, the calendar has provided us with that unenviable situation where Halloween falls on… a Wednesday. The fun and excitement of the holiday are accompanied by disrupted schedules and routines, sleep patterns, diet and so on-for students, their families and for educators….

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09 Oct: The Importance of Breathing

The Importance of Breathing By Dr. Rick Robinson I have had the chance to visit a number of schools that are implementing Trauma Informed Practices during the month of September and have often found myself in conversations with educators about ways to maintain feelings of calm and the regulated states that they experienced at the start of the school year. To that end, I would like to talk a bit about an effective, efficient and affordable tool we each have at our immediate disposal – our breathing. A critical element of Trauma Informed Practices involves adults developing day-to-day regulation skills, as well as self-care and wellness skills for the near and long term. Science tells us that only a well-regulated adult…

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01 Oct: Self-Care for School Staff

SELF CARE FOR SCHOOL STAFF Staff self-care has become an increasingly salient topic in education over the last several years. As educators learn more about trauma we; (a) Understand the increasing demands on us to be well-regulated so we can help other students feel safe (b) Recognize the impact of stress on our own well-being, health and performance (c) Acknowledge that students are not the only ones that have ACEs. Learning about ACEs often leads us to see the ongoing impact of our own adverse experiences. In this post I want to talk about self-care with the hope educators can both understand what it means to engage in self-care, and give you some strategies to get going! Self-Care Mindset 1….

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19 Sep: How do kids achieve success?

How do kids achieve success?  When I consult on cases for school districts, I often find that students who are failing have encountered one of two polarities: (a) People have given them too little support or (b) People have lowered their expectations of them. It’s hard to wrap our minds around the idea of doing two things at once; simultaneously giving a student more support while at the same time expecting more. In order to do these together let’s look at both: SUPPORT is helping a student grow. It’s not doing things for them, or letting them play on an ipad all day. Support is assistance that helps lead a student to action. It could be believing in them, encouraging,…