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…

Trauma-Informed Solutions

04 Feb: Trauma-Informed Exercises: Week 1 – ACEs at Work

WEEK ONE: ACEs AT WORK                   with Dr. Will Henson Adverse Childhood Experiences, or ACEs, have an enormous impact on school-age children.  Almost half (45%) of students in school today have enough adverse experiences to impact their thinking, emotions and behavior.    (Want more information on ACEs and the associated research? Check out 321insight’s Trauma Informed video training series by emailing info@321insight.com.)  How we explain a student’s behavior can have a huge impact on how we address it.  This week I’d like to start thinking and talking about student behavior differently.  Start by taking a look at the Trauma-Informed Thinking diagram below.   TRAUMA-INFORMED THINKING  Away from this: Focusing on changing only the child   Seeing behavior…


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…


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….


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…

girls on piggyback

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…


03 Dec: 321insight interview at AESA!

321insight’s president Alia Jackson was interviewed at the recent AESA Annual Conference by the EduTechGuys. Listen to this 10 minute podcast to hear her thoughts on the importance of providing relevant and easy information and tools to all staff in a school. https://itunes.apple.com/us/podcast/alia-jackson-321insight-aesa-2018/id1339642733?i=1000425034022&mt=2  


26 Nov: The Importance of Giving Students Opportunities to Practice Skills

By Dr. Skip Greenwood I ended the last blog talking about the need to make a skill “familiar”. By doing so, we increase the chance that a student will be able to access a skill they have been taught when they really need it. Of course this brings up the question; “How do we make a skill familiar?” One key way to help make a skill more familiar is to put a focus on the student practicing or rehearsing the skill you teach them throughout the school day. It takes a small bit of planning but it is so powerful to embed opportunities for students to use newly learned skills during classroom time, recess and specials. When you want students…


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…