web_students__02

18 Mar: Trauma Informed Series Exercises – Week 7- Relationship Builders

WEEK SEVEN: RELATIONSHIP BUILDERS by Dr. Will Henson Relationships are a critical component of working with kids who have ACEs. Kids who have ACEs take longer to trust adults and need more repetitions of positive adult interactions to help them succeed. So pick a kid. Any kid. You may or may not know they have ACEs. This week, you are going to have three positive interactions with that kid each day. Maybe it’s listening to them talk about something they are into. Maybe you are going to give a few more compliments, notice some more of their appropriate behavior, or just say hello. Three times a day. One week. And you have to mean it. You can’t fake a relationship!…

EdWeek Interventions

11 Mar: Answers to Questions from our recent webinar, “Why Aren’t Our Behavior Interventions Working? Using Trauma-Informed Approaches to Enhance Interventions”

Questions and Answers from “Why Aren’t Our Behavior Interventions Working? Using Trauma-Informed Approaches to Enhance Interventions” Education Week Webinar with Dr. Will Henson. Thanks again to everyone who attended the Education Week webinar on Tuesday, March 5.  If you missed it, you can watch the recorded version here! And special thanks to all who submitted questions. We had so many good questions come in, but were only able to answer a fraction of them on the webinar. If you don’t see your exact question here, it’s because we combined a few similar questions.  If you’ve since thought of something else, please send it to info@321insight.com and we will do our best to answer it as well. Thanks again! Dr. Will Henson…

Trauma-Informed Solutions

11 Mar: Trauma Informed Series Exercises- Week 6: Predictability

WEEK SIX: PREDICTABILITY by Dr. Will Henson Students who have experienced adverse experiences in childhood do not like surprises. A key element of a trauma-informed classroom (or any trauma-informed environment or interaction) is predictability. Here are a few things you can do to provide predictability: (a) Create a consistent schedule (b) Inform kids about changes ahead of time (c) Pre-teach and prepare kids for new experiences or material (d) Post visual schedules and reminders (e) Keep your behaviors and responses consistent. This week I want you to pick one way that you can be more predictable from the list above. Spend some time thinking about how you are going to do it. I would advise you overdo it a little…

shutterstock_forblog

04 Mar: Trauma Informed Series Exercises: Week Five – Active Listening

Week Five: Active Listening by Dr. Will Henson Active listening is a super skill in terms of supporting kids with trauma, building relationships, and also getting kids to listen to YOU. This week we (i.e. you) are going to give it a try. Let’s make this simple…in three conversations this week, you are going to do the following: Just listen – Don’t think about what you are going to say next, just listen. Even if you don’t agree, really listen to try to understand what the person is saying. Show it – Show you are listening by making eye contact, nodding, and maybe occasionally giving a one-word verbal response (yes, I see etc…) Remember a few more things: All this…

chairs

27 Feb: The “Goldilocks Zone”: Building Resilient Regulation Skills

The “Goldilocks Zone”: Building Resilient Regulation Skills by Dr. Rick Robinson In the third installment of our Regulation Skills blogs, we will focus on several ideas that can help students increase their stamina when it comes to regulation. In our first two blogs, we focused on approaches to group and individual regulation, discussing a number of key skill development strategies. Once students have tools in their regulation kit, it is important to help them use those tools effectively under increasingly demanding situations. One way to work on this goal is to focus on increasing stamina. That is, help students increase their skills in maintaining a state of regulation that will allow them to complete tasks requiring effort, over longer chunks…

Trauma.Logo_trans_lrg

25 Feb: Trauma Informed Series Exercises: Week 4: Mirror Neurons

Mirror Neurons                           by Dr. Will Henson All of us – you, me, the students we support, we all have neurons in our brains that make us want to mirror, that is, reflect back,– what we get from others. When people are calm, we tend to be calm, and when people are agitated with us, we tend to get agitated back. This week’s exercise is super easy, but also a little bit hard, because it can feel unintuitive. When you are working with students, try to put out the energy you want back. What do I mean by energy? If you want calm, be calm. If you want…

19 Feb: Trauma-Informed Series Exercises: Week 3: Self-Regulation continued…

By Dr. Will Henson Last week I asked you to identify two stressful times and tune into what you were thinking and feeling during that time.   I only asked you to notice.  This week we are going to add two more things to the list.  During those predictably stressful times do these two things: Relax: Try to consciously relax.  Smile take a few deep breaths that are slow with a focus on exhalation.   Practice being calm in the face of stress itself!  Move more slowly and think more slowly. Think about the pace you use when you are relaxed on say…a weekend morning.   Identify your power:Think about the things you can and cannot control.  Focus on what you can change in your environment to make the time less stressful. Maybe this…

12 Feb: Trauma-Informed Series Exercises: Week 2 ​: Self-Regulation

WEEK TWO: SELF-REGULATION by Dr. Will Henson This week we want you to focus on self-regulation. That is, YOU being calm, despite what’s going on around you. If it’s been a while since you watched the regulation video from our Trauma Informed schools series, let’s back up and talk about what this term means: Regulation is the way people manage their thoughts, emotions, attention and physical sensations. These are heavily impacted by ACEs (Adverse Childhood Experiences). Important Point: this is not just about “emotions”; it’s about a person’s entire experience. Let’s start this week by identifying your two most predictably stressful times of your day. Maybe it’s your afternoon commute, a usually chaotic time during the workday, a predictable interaction…